不同动机和材料因素对学习判断影响的实验研究  

The Influence of Different Motives and Material Factors on JOL

作　　者：宿淑华[1] 

机构地区：[1]济南大学教育与心理科学学院,济南250022

出　　处：《心理科学》2012年第2期294-298,共5页Journal of Psychological Science

基　　金：国家自然科学基金项目(30700228)的资助

摘　　要：本研究考察不同动机和材料因素对学习判断的影响。采用RJR研究范式,运用有意义与无意义词对对120名被试进行实验。结果发现:(1)材料因素对学习判断的影响最大,记忆自我效能次之,成就目标最小。(2)成就目标与记忆自我效能存在交互作用对学习判断有显著影响。(3)成就目标以记忆自我效能为中介影响学习判断。(4)学习判断准确性与回忆成绩存在中度正相关。结论:成就目标、记忆自我效能与材料因素是影响学习判断的因素。The research mainly investigated the influence of different motives （ achievement goal and memory self-efficacy） and material factors and the interaction between the variables on Judgment of learning （JOL）. JOL, a form of metamemory monitoring, is a predictability of judgment on the performance of the current project which has been learned. In recent years, research on judgment of learning mainly concentrated on the generation mechanism, hut paid little attention to the influencing factors. 300 participants were randomly sampled from a middle school in Jinan City. Firstly, they were administered with the Achievement Goal Scale （divided into two levels： A1 , mastery goal orientation; A2 , performance goal orientation） and the Revised Memory Self-efficacy Scale （divided into two levels： E1, high memory self-efficacy; E2, low memory self-efficacy）. According to our standard of research, they were divided into four groups, i. e. , A1E1 , AlE2 , A2E1 and A=E2. After that, 120 students were tested through the RJR paradigm and materials （meaningful and meaningless associated Chinese word-pairs）. The results showed that （ 1 ） Achievement goal, memory serf-efficacy and material factors had a significant main effect on JOL, which was concretely represented as ： the value of JOL of the individual with mastery goal orientation was significantly higher than those with performance goal orientation （p 〈. 001 ） ; the value of JOL of the individual with high memory self-efficacy was significantly higher than those with low memory self-efficacy （p 〈. 001 ） ; the value of JOL of meaningful word pairs was significantly higher than that of meaningless word pairs （p 〈. 001 ） . The analysis of the Structural Equation Model found that the influences of the three elements on JOL were different： Their orders of influences on JOL were arranged from large to small as material factors, memory self-efficacy, and achievement goal. （2） Achievement goal and memory self-efficacy had differen

关 键 词：成就目标 记忆自我效能 材料因素 学习判断 

分 类 号：B842.3[哲学宗教—基础心理学]