幼儿师范生学业自我效能感对自主学习的影响:时间管理倾向的中介作用  

Impact of academic self-efficacy on self-regulated learning in prospective preschool teachers: mediating effect of time management disposition

作　　者：徐美玲[1] 李丹[1] XU Meiling;LI Dan(Department of Psychology,Shanghai Normal University,Shanghai 200234,China)

机构地区：[1]上海师范大学心理学系,中国上海200234

出　　处：《教育生物学杂志》2020年第1期69-73,78,共6页Journal of Bio-education

基　　金：国家社科基金项目(13BRK009);上海乐成书院心理咨询服务中心资助。

摘　　要：目的探讨幼儿师范生(幼师生)学业自我效能感、时间管理倾向和自主学习之间的关系。方法采用学业自我效能感量表、青少年时间管理倾向量表和自主学习量表对856名在校幼师生进行测量,并构建学业自我效能感通过时间管理倾向影响自主学习的中介模型,进行分析验证。结果幼师生学业自我效能感、时间管理倾向与自主学习间存在显著相关,已构建的中介模型提示,在幼师生学业自我效能感与自主学习的关系中,时间管理倾向起部分中介作用。结论幼儿师范学校教学应注意引导学生形成积极的自我评价,提升学生学业自我效能感,指导学生掌握时间管理的技能,可促进自主学习能力的提高。Objective To explore the correlations among academic self-efficacy,time management disposition and self-regulated learning. Methods A total of 856 prospective preschool teachers were recruited to complete the academic self-efficacy questionnaire,time management disposition questionnaire,and self-regulated learning inventory. A mediation model of academic self-efficacy on action self-regulated learning by time management disposition was constructed and used to verify the correlation among these three indices. Results There were significant correlations between the three indices,and time management disposition exhibited a partial mediating effect on relationship among academic self-efficacy and selfregulated learning. Conclusion For normal university,it is a need to help prospective preschool teachers to form a positive self-evaluation,elevate academic self-efficacy,and improve time management disposition,which may eventually enhance their self-regulated learning ability.

关 键 词：学业自我效能感 时间管理倾向 自主学习 幼儿师范生 

分 类 号：G442[哲学宗教—心理学]