初中生自我调节学习的类型及对学习的影响  

Types of Self-regulated Learning of Junior Middle School Students and Their Influence on Learning

作　　者：高丙成[1] 刘儒德[1] 王丹[1] 和美君[1] 袁稹[1] 

机构地区：[1]北京师范大学心理学院,北京100875

出　　处：《心理发展与教育》2011年第1期76-82,共7页Psychological Development and Education

基　　金：教育部新世纪优秀人才支持计划(NECT-08-0068);应用实验心理北京市重点实验室(北京师范大学)

摘　　要：自我调节学习是一种学习者主动激励自己并积极使用适当的学习策略的学习,研究利用潜在剖面分析法和辨别分析法对316名初中生自我调节学习的类型进行考察,探讨不同自我调节学习类型初中生的特点,分析自我调节学习类型对学习动机、焦虑、学习成绩的影响。结果表明:(1)初中生自我调节学习分成综合发展型、均衡调节型和策略滞后型3种。(2)综合发展型初中生的自我调节学习水平最高,策略滞后型初中生的自我调节学习水平尤其是学习策略水平最低,而均衡调节型初中生的自我调节学习水平处于综合发展型和策略滞后型之间。(3)自我调节学习类型对学习动机、焦虑、学习成绩有影响。Self-regulated learning refers to the learning process in which learners initiatively inspire themselves to study and actively use appropriate learning strategies. 316 junior middle school students have been investigated for their self-regulated learning with latent profile analysis and discriminate analysis to explore types of self-regulated learning and their differences of learning motivation, anxiety and academic performance. It was found as follows： （1） Junior middle school students＇ self-regulated learning can be divided into three types, including comprehen- sive development type, balanced regulation type and weak strategies type. （2） Students of comprehensive development type had the highest level of self-regulated learning, students of weak strategies type had the lowest level of learning strategies ; while students of balanced regulation type had the intermediate self-regulated learning. （3） Jun ior middle school students with different types of self-regulated learning had significant differences in their learning motivation, anxiety, and academic performance.

关 键 词：自我调节学习 潜在剖面分析 辨别分析 学习动机 焦虑 

分 类 号：G442[哲学宗教—心理学]