学习策略在思维风格与学业成就关系中的中介效应研究
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摘要
本文采用自行翻译并修订的《思维风格量表》和《学习策略量表》,以605名中学生和227名大学生为被试进行测试,考察在数学学习情境中中学生思维风格和学习策略的发展特点,进而考察中学生和大学生的学习策略在思维风格与数学学业成就关系中的作用。结果发现:
(1)中学生的思维风格的发展特点是:初中生比高中生更倾向于立法风格、司法风格、等级制风格、无政府风格、整体性风格、保守性风格。
(2)不同学校类型、不同性别的中学生的思维风格存在显著差异。普通中学比重点中学的学生更倾向于君主制风格和局部性风格;而重点中学比普通中学的学生更倾向于无政府风格;男生比女生更倾向于整体性风格。学校类型、年级、性别两两间存在交互作用,普通中学的高中生比初中生更倾向于内向性风格;重点中学的初中生比高中生更倾向于外向性风格,高中生比初中生更倾向于寡头统治风格:重点中学的男生比女生更倾向于开放性风格,初中女生比高中女生更倾于开放性风格。
(3)中学生数学学习的认知策略存在显著的年级差异。初中生比高中生更多地使用认知策略。学校类型与年级间存在交互作用,普通中学的高中生比初中生更多地使用自我调节策略;重点中学的初中生比高中生更多地使用自我调节策略;除了高一年级外,其他年级间均表现为重点中学比普通中学的学生更多地使用自我调节策略。
(4)中学生的自我调节策略在立法风格与数学学业成就关系中起部分中介的作用,在寡头统治风格与数学学业成就关系中起完全中介的作用;认知策略、自我调节策略分别在君主制风格与数学学业成就、无政府风格与数学学业成就以及局部性风格与数学学业成就关系中起部分中介的作用。
(5)大学生的认知策略、元认知策略在等级制风格与数学学业成就关系中起完全中介的作用,在整体性风格与数学学业成就关系中起部分中介的作用;认知策略、元认知策略和资源管理策略在开放性风格与数学学业成就关系中起部分中介的作用。
We administrated thinking style scale and learning strategy scale which were revised by myself to 605 middle school students and 227 undergraduates , So that we can explore the developmental characteristics of thinking style and learning strategy among middle school students in the learning math context, and the mediation of learning strategy between thinking style and math academic achievement. The results were as follows:
(1)Developmental characteristics of middle school students' thinking style were that: junior middle school students, comparing with those of senior middle school, tended to show more legislative style, judicial style, hierarchic style, anarchic style, global style, conservative style.
(2)School types and gender difference among thinking styles were found: comparing with those of the key middle school, the regular middle school students tended to monarchic style, local style; while those of the key middle school tended to anarchic style. Boys were significant global style than girls. The interaction of school types, grade, gender existed significant difference, senior middle school students of the regular middle school tended to internal style than those of the junior middle school; the junior middle school students of the key middle school tended to external style than those of the senior school; students of the senior middle school tended to oligarchic style; the key middle school boys tend to liberal style than girls, girls of the junior middle school tended to liberal style than those of the senior school.
(3)It existed significant grade difference among cognitive strategies, students of the junior middle school tended to use more cognitive strategies than those of the senior middle school. The interaction of school types and grades among self-regulated strategies existed significant difference. Regular senior middle school students tended to use more self-regulated strategies than students of junior middle school; students of key junior middle school tended to use more self-regulated strategies than students of senior middle school. Besides senior 1, students of the key middle school tended to use more self-regulated strategies than students of the regular middle school.
(4)For middle students, Self-regulated learning strategies partially mediate the relationship between legislative style and math academic achievement, fully mediate between oligarchic style and math academic achievement; Cognitive strategies, Self-regulated learning strategies partially mediate the relationship between monarchic style and math academic achievement, between anarchic style and math academic achievement, and between local style and math academic achievement.
(5)For undergraduates, cognitive strategies, meta-cognitive strategies together fully mediate the relationship between hierarchic style and math academic achievement, partially mediate the relationship between global style and math academic achievement.
Cognitive strategies, meta-cognitive strategies and resource management strategies partially mediate the relationship between liberal style and math academic achievement.
(1)中学生的思维风格的发展特点是:初中生比高中生更倾向于立法风格、司法风格、等级制风格、无政府风格、整体性风格、保守性风格。
(2)不同学校类型、不同性别的中学生的思维风格存在显著差异。普通中学比重点中学的学生更倾向于君主制风格和局部性风格;而重点中学比普通中学的学生更倾向于无政府风格;男生比女生更倾向于整体性风格。学校类型、年级、性别两两间存在交互作用,普通中学的高中生比初中生更倾向于内向性风格;重点中学的初中生比高中生更倾向于外向性风格,高中生比初中生更倾向于寡头统治风格:重点中学的男生比女生更倾向于开放性风格,初中女生比高中女生更倾于开放性风格。
(3)中学生数学学习的认知策略存在显著的年级差异。初中生比高中生更多地使用认知策略。学校类型与年级间存在交互作用,普通中学的高中生比初中生更多地使用自我调节策略;重点中学的初中生比高中生更多地使用自我调节策略;除了高一年级外,其他年级间均表现为重点中学比普通中学的学生更多地使用自我调节策略。
(4)中学生的自我调节策略在立法风格与数学学业成就关系中起部分中介的作用,在寡头统治风格与数学学业成就关系中起完全中介的作用;认知策略、自我调节策略分别在君主制风格与数学学业成就、无政府风格与数学学业成就以及局部性风格与数学学业成就关系中起部分中介的作用。
(5)大学生的认知策略、元认知策略在等级制风格与数学学业成就关系中起完全中介的作用,在整体性风格与数学学业成就关系中起部分中介的作用;认知策略、元认知策略和资源管理策略在开放性风格与数学学业成就关系中起部分中介的作用。
We administrated thinking style scale and learning strategy scale which were revised by myself to 605 middle school students and 227 undergraduates , So that we can explore the developmental characteristics of thinking style and learning strategy among middle school students in the learning math context, and the mediation of learning strategy between thinking style and math academic achievement. The results were as follows:
(1)Developmental characteristics of middle school students' thinking style were that: junior middle school students, comparing with those of senior middle school, tended to show more legislative style, judicial style, hierarchic style, anarchic style, global style, conservative style.
(2)School types and gender difference among thinking styles were found: comparing with those of the key middle school, the regular middle school students tended to monarchic style, local style; while those of the key middle school tended to anarchic style. Boys were significant global style than girls. The interaction of school types, grade, gender existed significant difference, senior middle school students of the regular middle school tended to internal style than those of the junior middle school; the junior middle school students of the key middle school tended to external style than those of the senior school; students of the senior middle school tended to oligarchic style; the key middle school boys tend to liberal style than girls, girls of the junior middle school tended to liberal style than those of the senior school.
(3)It existed significant grade difference among cognitive strategies, students of the junior middle school tended to use more cognitive strategies than those of the senior middle school. The interaction of school types and grades among self-regulated strategies existed significant difference. Regular senior middle school students tended to use more self-regulated strategies than students of junior middle school; students of key junior middle school tended to use more self-regulated strategies than students of senior middle school. Besides senior 1, students of the key middle school tended to use more self-regulated strategies than students of the regular middle school.
(4)For middle students, Self-regulated learning strategies partially mediate the relationship between legislative style and math academic achievement, fully mediate between oligarchic style and math academic achievement; Cognitive strategies, Self-regulated learning strategies partially mediate the relationship between monarchic style and math academic achievement, between anarchic style and math academic achievement, and between local style and math academic achievement.
(5)For undergraduates, cognitive strategies, meta-cognitive strategies together fully mediate the relationship between hierarchic style and math academic achievement, partially mediate the relationship between global style and math academic achievement.
Cognitive strategies, meta-cognitive strategies and resource management strategies partially mediate the relationship between liberal style and math academic achievement.
引文
[1]Zhang L F,Steinberg R J.A threefold model of intellectual styles.Educational Psychology Review,2005,17(1):1-53
[2]林丰勋.中学生思维风格:结构、功能及其在智力活动中的作用.北京师范大学博士论文,2004
[3]罗斐,吴国宏.斯腾伯格思维风格理论述评.心理科学,2004,27(3):718-720
[4]Dai D Y,Feldhusen J F.A validation study of the thinking styles inventory:implications for gifted education.RoeperReview,1999,21(4):302-313
[5]Zhang L F.Thinking styles:their relationships with modes of thinking and academic performance.Educational Psychology,2002,22(3):331-348
[6]Zhang L F,Sternberg R J.The nature of intellectual styles.London:Mahwah,New Jersey,2006.I12-114
[7]沃建中,闻莉,周少贤.认知风格理论研究的进展.心理与行为研究,2004,2(4):597-602
[8]Zhang L F,Sternberg R J.Thinking styles and teachers' characteristics.International Journal of Psychology,2002,37(1):3-12
[9]Zhang L F.Thinking styles:university students' preferred teaching styles and their conceptions of effective teachers.The Journal of Psychology,2004,138(3):233-252
[10]武欣,张厚粲.思维风格测验在大学中的初步应用.心理科学,1999,22(4)-293-297
[11]Zhang L F.Are Thinking styles and personality types related? Educational Psychology,2000,20(3):271-283
[12]Zhang L F,Huang J.Thinking styles and the five-factor model of personality.European Journal of Personality,2001,15:465-476
[13]林丰勋,孟庆茂.中学生思维风格与人格特质的关系.心理发展与教育,2003,19(4):27-32
[14]Grigorenko E L,Steinberg R J.Thinking styles.In D H Saldofsky,Zeidner M.(Eds.),International Handbook of Personality and Intelligence.New York:Plenum Press,1995.205-229
[15]Zhang L F.Further cross-cultural validation of the theory of mental self-govemment.The Journal of Psychology,1999,133(2):165-181
[16]郑磊磊,刘爱伦.思维风格与创造性倾向关系的研究.应用心理学,2000,6(2):14-20
[17]李洪玉,姜德红,胡中华.中学生思维风格发展特点的研究.心理发展与教育,2004,20(2):22-28
[18]Francisco C,Elaine H H.Learning and thinking styles:an analysis of their interrelationship and influence on academic achievement.Educational Psychology.2000,20(4):413-430
[19]Bernardo A B I,Zhang L F,Callueng C M.Thinking styles and academic achievement among Filipino students.The Journal of Genetic Psychology,2002,163(2):149-163
[20]Zhang L F.Do ticking styles contribute to academic achievement beyond self-rated abilities?The Journal of Psychology,2001,135(6):621-637
[21]Zhang L F.Thinking styles and cognitive development.The Journal of Genetic Psychology,2002,163(2):179-195
[22]林丰勋,孟庆茂.中学生的思维风格与学业成绩.教育研究与实验,2003,3:45-46
[23]沈德立.高效率学习的心理学研究.北京:教育科学出版社,2005.182-225
[24]李洪玉,何一粟.学习能力发展心理学.合肥:安徽教育出版社,2004.378-453
[25]Duncan T G,McKeachie W J.The making of the motivated strategies for learning questionnaire.Educational Psychologist,2005,40(2):117-128
[26]Halbach A.Finding out about students' learning strategies by looking at their diaries:a case study.System,2000,28(1):85-96
[27]谷生华,辛涛,李荟.初中生学习归因、学习策略与学习成绩关系的研究.心理发展与教育,1998,14(2):21-25
[28]刘加霞,辛涛,黄高庆,申继亮.中学生学习动机、学习策略与学业成绩的关系研究.教育理论与实践,2000,20(9):54-58
[29]胡桂英,许百华.初中生学习归因、学习自我效能感、学习策略和学业成就关系的研究.心理科学,2002,25(6):757-758
[30]刘电芝.小学儿童数学学习策略的发展与加工机制研究.西南师范大学博士学位论文,2003
[31]辛涛,李茵,王晴雨.年级、学业成绩与学习策略关系的研究.心理发展与教育,1998,14(4):41-44
[32]余欣欣.中学生学习策略发展的研究.广西师范大学学报,2001,37(1):37-39
[33]潘颖秋.北京地区中学生学习策略水平的调查研究.心理科学,2002,38(6):23-24
[34]张向葵,张林.中学生学习策略应用特点的研究.心理与行为研究,2003,1(2):15-16
[35]赵俊峰,杨易,师保国.大学生学习策略的发展特点.心理发展与教育,2005,21(4):79-83
[36]袁丽英.职高生学习策略:现状调查与提高途径.教坛广角,2006,7:45-48
[37]Zhang L F,Steinberg R J.Arc learning approaches and thinking styles related? a study in two Chinese populations.ThcJournalofFsychology,2000,134(5):469-489
[38]刘电芝,黄希庭.学习策略研究概述.教育研究,2002,23(2):78-82
[39]姜德红.中学生思维风格发展特点的研究.天津师范大学硕士学位论文,2000
[40]陈么元.大学生思维风格与项目研究学习的关系研究.华东师范大学硕士学位论文,2004
[41]付小连.思维风格与高中生学业成绩关系的研究.南京师范大学硕士学位论文,2005
[42]Pintrich P R,De Groot E.Motivational and self-regulated learning components of classroom academic performance,Journal of Educational Psychology,1991,82(1):33-40
[43]吴明隆.spss统计应用实务:问卷分析与应用统计.北京:科学出版社,2003.41-142
[44]侯杰泰,温忠膦,成子娟.结构方程模型及其应用.北京:教育科学出版社,2004.157
[45]胡胜利.中学生SCL-90评定结果分析及其常模的建立.心理与行为研究,2006,4(2):114-119
[46]沃建中,孙慧明.《青少年心理健康素质调查表》归因风格分量表的编制.心理与行为研究,2006,4(2):90-94
[47]余嘉元.对中学生思维风格的研究.内蒙古师范大学学报(哲学社会科学版),2005,34(4):31-33
[48]温忠麟,张雷,侯杰泰,刘红云.中介效应检验程序及其应用.心理学报,2004,36(5):614-620
[49]沈德立.发展与教育心理学自学辅导.辽宁:辽宁大学出版社,1999.138-139
[2]林丰勋.中学生思维风格:结构、功能及其在智力活动中的作用.北京师范大学博士论文,2004
[3]罗斐,吴国宏.斯腾伯格思维风格理论述评.心理科学,2004,27(3):718-720
[4]Dai D Y,Feldhusen J F.A validation study of the thinking styles inventory:implications for gifted education.RoeperReview,1999,21(4):302-313
[5]Zhang L F.Thinking styles:their relationships with modes of thinking and academic performance.Educational Psychology,2002,22(3):331-348
[6]Zhang L F,Sternberg R J.The nature of intellectual styles.London:Mahwah,New Jersey,2006.I12-114
[7]沃建中,闻莉,周少贤.认知风格理论研究的进展.心理与行为研究,2004,2(4):597-602
[8]Zhang L F,Sternberg R J.Thinking styles and teachers' characteristics.International Journal of Psychology,2002,37(1):3-12
[9]Zhang L F.Thinking styles:university students' preferred teaching styles and their conceptions of effective teachers.The Journal of Psychology,2004,138(3):233-252
[10]武欣,张厚粲.思维风格测验在大学中的初步应用.心理科学,1999,22(4)-293-297
[11]Zhang L F.Are Thinking styles and personality types related? Educational Psychology,2000,20(3):271-283
[12]Zhang L F,Huang J.Thinking styles and the five-factor model of personality.European Journal of Personality,2001,15:465-476
[13]林丰勋,孟庆茂.中学生思维风格与人格特质的关系.心理发展与教育,2003,19(4):27-32
[14]Grigorenko E L,Steinberg R J.Thinking styles.In D H Saldofsky,Zeidner M.(Eds.),International Handbook of Personality and Intelligence.New York:Plenum Press,1995.205-229
[15]Zhang L F.Further cross-cultural validation of the theory of mental self-govemment.The Journal of Psychology,1999,133(2):165-181
[16]郑磊磊,刘爱伦.思维风格与创造性倾向关系的研究.应用心理学,2000,6(2):14-20
[17]李洪玉,姜德红,胡中华.中学生思维风格发展特点的研究.心理发展与教育,2004,20(2):22-28
[18]Francisco C,Elaine H H.Learning and thinking styles:an analysis of their interrelationship and influence on academic achievement.Educational Psychology.2000,20(4):413-430
[19]Bernardo A B I,Zhang L F,Callueng C M.Thinking styles and academic achievement among Filipino students.The Journal of Genetic Psychology,2002,163(2):149-163
[20]Zhang L F.Do ticking styles contribute to academic achievement beyond self-rated abilities?The Journal of Psychology,2001,135(6):621-637
[21]Zhang L F.Thinking styles and cognitive development.The Journal of Genetic Psychology,2002,163(2):179-195
[22]林丰勋,孟庆茂.中学生的思维风格与学业成绩.教育研究与实验,2003,3:45-46
[23]沈德立.高效率学习的心理学研究.北京:教育科学出版社,2005.182-225
[24]李洪玉,何一粟.学习能力发展心理学.合肥:安徽教育出版社,2004.378-453
[25]Duncan T G,McKeachie W J.The making of the motivated strategies for learning questionnaire.Educational Psychologist,2005,40(2):117-128
[26]Halbach A.Finding out about students' learning strategies by looking at their diaries:a case study.System,2000,28(1):85-96
[27]谷生华,辛涛,李荟.初中生学习归因、学习策略与学习成绩关系的研究.心理发展与教育,1998,14(2):21-25
[28]刘加霞,辛涛,黄高庆,申继亮.中学生学习动机、学习策略与学业成绩的关系研究.教育理论与实践,2000,20(9):54-58
[29]胡桂英,许百华.初中生学习归因、学习自我效能感、学习策略和学业成就关系的研究.心理科学,2002,25(6):757-758
[30]刘电芝.小学儿童数学学习策略的发展与加工机制研究.西南师范大学博士学位论文,2003
[31]辛涛,李茵,王晴雨.年级、学业成绩与学习策略关系的研究.心理发展与教育,1998,14(4):41-44
[32]余欣欣.中学生学习策略发展的研究.广西师范大学学报,2001,37(1):37-39
[33]潘颖秋.北京地区中学生学习策略水平的调查研究.心理科学,2002,38(6):23-24
[34]张向葵,张林.中学生学习策略应用特点的研究.心理与行为研究,2003,1(2):15-16
[35]赵俊峰,杨易,师保国.大学生学习策略的发展特点.心理发展与教育,2005,21(4):79-83
[36]袁丽英.职高生学习策略:现状调查与提高途径.教坛广角,2006,7:45-48
[37]Zhang L F,Steinberg R J.Arc learning approaches and thinking styles related? a study in two Chinese populations.ThcJournalofFsychology,2000,134(5):469-489
[38]刘电芝,黄希庭.学习策略研究概述.教育研究,2002,23(2):78-82
[39]姜德红.中学生思维风格发展特点的研究.天津师范大学硕士学位论文,2000
[40]陈么元.大学生思维风格与项目研究学习的关系研究.华东师范大学硕士学位论文,2004
[41]付小连.思维风格与高中生学业成绩关系的研究.南京师范大学硕士学位论文,2005
[42]Pintrich P R,De Groot E.Motivational and self-regulated learning components of classroom academic performance,Journal of Educational Psychology,1991,82(1):33-40
[43]吴明隆.spss统计应用实务:问卷分析与应用统计.北京:科学出版社,2003.41-142
[44]侯杰泰,温忠膦,成子娟.结构方程模型及其应用.北京:教育科学出版社,2004.157
[45]胡胜利.中学生SCL-90评定结果分析及其常模的建立.心理与行为研究,2006,4(2):114-119
[46]沃建中,孙慧明.《青少年心理健康素质调查表》归因风格分量表的编制.心理与行为研究,2006,4(2):90-94
[47]余嘉元.对中学生思维风格的研究.内蒙古师范大学学报(哲学社会科学版),2005,34(4):31-33
[48]温忠麟,张雷,侯杰泰,刘红云.中介效应检验程序及其应用.心理学报,2004,36(5):614-620
[49]沈德立.发展与教育心理学自学辅导.辽宁:辽宁大学出版社,1999.138-139