留守青少年自主学习与学习归因、学习自我效能感的关系  

Relationship among self-regulated learning,study attribution and academic self-efficacy in left-behind adolescents

作　　者：李淑丽[1] 赵洁[1] 王世嫘[1] 

机构地区：[1]山东济宁学院教育系,山东曲阜273155

出　　处：《山东大学学报（医学版）》2011年第9期156-159,162,共5页Journal of Shandong University:Health Sciences

基　　金：山东省软科学研究计划项目(2009RKA562);山东省高等学校教学改革立项(2009447)

摘　　要：目的通过了解留守青少年自主学习与学习归因、学习自我效能感的关系,帮助留守青少年克服心理障碍,树立学习信心,提高学习能力。方法使用自主学习问卷、学习归因与学习自我效能感问卷对两所农村中学的526名留守青少年进行调查。结果①留守青少年学习自我效能感居于中间水平之上,而自主学习、学习归因居于中间水平之下;②女留守青少年内部可控、学习自我效能感总分(3.39±0.80,3.07±0.63)高于男留守青少年(3.18±0.80,2.94±0.73);非独生留守青少年自主学习总分、内部可控、学习自我效能感总分(2.68±0.44,3.35±0.80,3.06±0.66)高于独生留守青少年(2.53±0.52,3.12±0.75,2.89±0.70);班干部留守青少年自主学习总分、学习自我效能感总分(2.75±0.46,3.15±0.69)高于非班干部留守青少年(2.60±0.46,2.96±0.65);③留守青少年自主学习与学习归因各因素、学习自我效能感各因素之间存在正相关(P<0.001)。结论留守青少年的学习归因、学习自我效能感对自主学习具有一定影响。Objective To provide help for left-behind adolescents to overcome psychological barriers,build learning confidence and improve learning ability by analyzing the relationship among self-regulated learning,study attribution and academic self-efficacy.Methods Self-regulated learning,study attribution and academic self-efficacy were investigated in 526 left-behind adolescents from two secondary schools in rural areas.Results ① Left-behind adolescents＇ academic self-efficacy was above the normal level but their self-regulated learning and study attribution were below the normal level.② Scores on internal control and total scores on academic self-efficacy of the female left-behind adolescents（3.39±0.80,3.07±0.63） were much higher than the scores of the male left-behind adolescents（3.18±0.80,2.94±0.73）.Scores on internal control and total scores on self-regulated learning,study self-efficacy of the non-onlychild left-behind adolescents（2.68±0.44,3.35±0.80,3.06±0.66） were much higher than the scores of the onlychild left-behind adolescents（2.53±0.52,3.12±0.75,2.89±0.70）.Total scores on self-regulated learning,and study self-efficacy of the class leader in the left-behind adolescents（2.75±0.46,3.15±0.69） were much higher than the scores of the non-class leader in the left-behind adolescents（2.60±0.46,2.96±0.65）.③ There are significant relationships among their self-regulated learning and study attribution,academic self-efficacy in left-behind adolescents（P0.001）.Conclusion Left-behind adolescents＇ self-regulated learning is affected by their study attribution and academic self-efficacy.

关 键 词：留守青少年 自主学习 学习归因 学习自我效能感 

分 类 号：R197.1[医药卫生—卫生事业管理]