学业自我效能感与学习策略对高二学生学业成绩的影响:SEM的建立和等值模型的选择  

The Influence of Academic Self-efficacy and Learning Strategy to Academic Performance of High School Students:The Selection of Equivalent Model and the Analysis of Mediation

作　　者：张田[1] 傅安球[1] 

机构地区：[1]上海师范大学应用心理学系,上海200234

出　　处：《心理研究》2011年第6期50-55,共6页Psychological Research

摘　　要：为探索学业自我效能感和学习策略对中学生学业成绩的影响,通过问卷法调查了555名高中学生,并通过等值模型的探讨和结构方程模型的建立来考察在学业自我效能感对学业成绩的影响中,学习策略所起的作用。结果显示:(1)不同性别和学科学生在使用学习策略上存在显著差异;(2)在学业行为效能感对学业成绩的影响中,浅表策略和元认知策略起到中介作用;(3)在学业能力效能感对学业成绩的影响中,元认知策略起到完全中介作用。研究得出结论:在学业自我效能感的各个维度对学业成绩的影响中,不同的学习策略起到不同程度的中介作用。To investigate the relationship between academic self-efficacy, learning strategy and academic performance, 555 high school students were investigated by questionnaires, and equivalent model and structural equation model analysis were used to analyse the data. The results of the study were as follows： （1）The using of learning strategy had significant differences between gender and between social science and nature science; （2）Superficial strategy and metacognitive strategy mediated the relationship between academic activity self-efficacy and academic performance; （3）Metacognitive strategy could fully mediate the relationship between academic ability self-efficacy and academic performance. Based on the results, we concluded that in the relationship between academic self-efficacy and academic performance, different dimensions of learning strategy mediated the relationship in different ways.

关 键 词：学业自我效能感 学习策略 学业成绩 等值模型 中介作用 

分 类 号：B844.2[哲学宗教—发展与教育心理学]