学生学习焦虑自我调节能力量表的开发  

Dimension Construction and Scale Development of Students'Learning Anxiety Self-regulation Capability

作　　者：郭文娟 GUO Wenjuan(College of Education,Shanghai Jiao Tong University,Shanghai,200240,China)

机构地区：[1]上海交通大学教育学院,上海200240

出　　处：《全球教育展望》2025年第3期77-90,共14页Global Education

基　　金：2022年度上海交通大学文科青年人才培育计划项目“中学生学习焦虑的监测工具与反馈机制研究”(项目编号:2022QN021)的阶段性成果。

摘　　要：学习焦虑问题日益普遍,学生学习焦虑的自我调节能力受到重视。本研究以自主学习模型为理论基础,结合国内外相关研究框架,建构了学生学习焦虑自我调节能力量表。探索性因素分析和验证性因子分析结果显示,学生学习焦虑的自我调节能力可以从认知调节能力、元认知调节能力、行为调节能力及情绪调节能力四个维度进行测量。本量表信效度良好,且具有跨性别和跨年级等值性,适合作为测量中学生自我调节学习焦虑能力的有效工具。There is an urgent need for researchers in student learning anxiety to pay more attention to students'learning anxiety self-regulation capability.Based on the self-regulated learning model and the relevant research frameworks at home and abroad,this study constructs the scale of student learning anxiety self-regulation capability.The results of exploratory factor analysis and confirmatory factor analysis show that students'capability to manage and regulate their learning anxiety independently can be measured from four dimensions:self-regulation in cognition,self-regulation in metacognition,self-regulation in behavior,and self-regulation in affection.This scale has good reliability and validity,and has cross-gender and cross-grade equivalence,indicating that this scale is suitable as an effective tool to measure middle school students'learning anxiety self-regulation ability.

关 键 词：学习焦虑 学习焦虑自我调节能力 量表开发 

分 类 号：G44[哲学宗教—心理学]