学习自主性与学业成绩的关系:参与度的中介  

The Relationships between Learning Autonomy and Academic Performance: Engagement as the Mediator

作　　者：周丽华[1] 李晓文[2] 

机构地区：[1]浙江外国语学院教育科学学院,浙江杭州310012 [2]华东师范大学心理与认知科学学院,上海200062

出　　处：《杭州师范大学学报（自然科学版）》2017年第5期470-475,共6页Journal of Hangzhou Normal University(Natural Science Edition)

基　　金：浙江省教育厅科研项目(Y201430464);浙江外国语学院重点科研项目(090500042013)

摘　　要：学习自主性与学业成绩间关系的以往研究结论莫衷一是.本研究拟探讨学习自主性、学业成绩、及其参与度间的关系.1738位3-6年级小学生参与了问卷调查,结果显示:总体学习自主性与参与度、学业成绩显著正相关;学习自主性各个维度与参与度、学业成绩间的关系为:外部调节与参与度、学业成绩显著负相关,认同调节、内在动机与参与度、学业成绩显著正相关,而内摄调节与参与度显著正相关,与学业成绩相关不显著;结构方程分析结果显示,总体学习自主性正向预测学业成绩,参与度在其中起完全中介作用.Previous research showed that there was no consistent conclusion concerning the relationships between learning autonomy and academic performance. The current research aimed at exploring the relationships among learning autonomy,engagement and academic performance. 1738 pupils in Grade 3 to Grade 6 took part in this investigation. The results found significantly positive relations among these three variables. Moreover,the external regulation was significantly negatively related to engagement and academic performance,the identified regulation and internal motivation were significantly positively linked to engagement and academic performance respectively,while the introfected regulation was significantly and positively associated with engagement,with no significant relation to academic performance. Finally,learning autonomy could positively predict academic performance,in which engagement played the role of mediator.

关 键 词：小学生 学习自主性 参与度 学业成绩 自我决定论 

分 类 号：B844.1[哲学宗教—发展与教育心理学]