元认知与学习动机关系的研究  

A Research on the Relationship Between Metaco gnition and Learning Motivation

作　　者：汪玲[1] 郭德俊[1] 

机构地区：[1]首都师范大学心理系,北京100037

出　　处：《心理科学》2003年第5期829-833,共5页Journal of Psychological Science

基　　金：国家攀登计划项目赞助 ( 95-专- 0 9)

摘　　要：对于元认知与学习动机之间的关系 ,已有研究采用相关分析、回归分析的方法进行了初步探讨 ,但无论是相关还是回归都不能使我们清楚地了解两者之间的相互作用。本研究的目的即是运用路径分析的方法对这一问题进行较为深入的探讨。路径分析表明 ,动机变量对元认知活动具有“供能”的作用 ;动机变量对元认知的影响有的是直接发生的 ,如考试焦虑、目标定向 ,有的则是以其它变量为中介而间接发生的 ,如动机强度。The present study intended to probe into the interplay between motivation and metacognition.378 middle school students responded to questionnaires about metacognition and motivation, su ch as learning motivation, goal orientation, learning self concept, attributio nal s tyle, and test anxiety. Path analysis revealed that motivational variables acted a s an “energizing” device for metacognition; in other words,metacognition was a ffec ted by motivational variables.In details,attributional style,test anxiety,and go al orientation affected metacognition directly, while learning motivation and se lf concept affected metacognition indirectly through the mediating of some moti vational variables.In all the motivational variables, learning self co ncept played a very important role. On the one hand, it reduced the level of tes t an xiety; on the other hand, it was good for mastery orientation. Moreover, low anx iety and mastery orientation were helpful to metacognitive activities.

关 键 词：元认知 学习动机 动机变量 目标定向 学业归因 假设模型 竞争模型 

分 类 号：B842[哲学宗教—基础心理学]