大学生自主学习、成就目标定向与学业成就关系的研究  

A Study on the Relations of College Students' Self-Regulated Learning and Achievement Goal Orientation with Academic Achievement

作　　者：周炎根[1] 桑青松[2] 葛明贵[2] 

机构地区：[1]南京师范大学泰州学院教育科学与技术学院,泰州225300 [2]安徽师范大学教育科学学院心理学系,芜湖241000

出　　处：《心理科学》2010年第1期194-197,共4页Journal of Psychological Science

基　　金：国家社科基金项目"青少年知识获取习惯和模式研究--一种心理学的视角"(08BTQ015)的研究成果;安徽省哲学社会科学立项项目(AHSK07-08D101);江苏省高校哲学社会科学规划课题(08SJD8800032)的资助

摘　　要：采用"大学生自主学习量表"、"学业成就自评量表"和自编的"大学生成就目标定向问卷",以安徽省、江苏省、山东省667名大学生为被试,调查分析了大学生自主学习、成就目标定向与学业成就的关系。结果显示:(1)大学生自主学习对学业成就具有预测作用;(2)掌握目标、成绩接近目标对大学生自主学习具有预测作用;(3)掌握目标对大学生学业成就具有预测作用;(4)成就目标定向对学业成就既有直接作用,又有间接作用;自主学习在成就目标对学业成就的影响中发挥着重要的中介作用。This research used the ＂college students＇ self-regulated learning scale＂, the ＂performance evaluation scale＂ and the ＂questionnaire of the college students＇ achievement goal orientation＂. 667 college students from Anhui, Jiangsu and Shandong Provinces were selected as the subjects. The research analyzed the relations of college students＇ self-regulated learning and achievement goal orientation with academic achievement and obtained the following results： （ 1 ） college students＇ self-regulating learning has a forecasting function for academic achievement; （2） Mastery goal and academic approach performance goal have a forecasting function for college students＇ self-regulating learning; （3）Mastery goal has a forecasting function for college students＇ academic achievement; （4） Achievements goal orientation has both a direct and an indirect function for academic achievement. Self-regulated learning plays a vital intermediary role in the influence of achievement goal on academic achievement.

关 键 词：大学生 自主学习 成就目标定向 学业成就 

分 类 号：G642.0[文化科学—高等教育学]