大学生成就目标定向、元认知策略与学业成绩研究
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摘要
通过对大学生成就目标定向、元认知策略与学业成绩之间关系的实证研究,发现学生的成就目标定向不仅直接影响其学业成绩的好坏,还通过元认知策略对学业成绩产生间接影响。其中,掌握目标与成绩接近目标能够促进学生对于元认知策略的正确运用,从而提高其学业成绩,成绩回避目标的影响则正好相反。
Through the empirical research on the relationship of college students' achievement goal orientation,meta-cognitive strategy and academic performance,we find that significant gender and grade differences exist in the achievement goal orientation and the use of meta-cognitive strategy.Achievement goal orientation can not only directly affect the academic achievement of students,but also produce indirect effects through the choice and use of meta-cognitive strategies.Among them,master goal orientation and performance approach goal can promote students' correct use of meta-cognitive strategies,thereby improving their academic achievement,and the impact of goal avoidance goals is just the opposite.
Through the empirical research on the relationship of college students' achievement goal orientation,meta-cognitive strategy and academic performance,we find that significant gender and grade differences exist in the achievement goal orientation and the use of meta-cognitive strategy.Achievement goal orientation can not only directly affect the academic achievement of students,but also produce indirect effects through the choice and use of meta-cognitive strategies.Among them,master goal orientation and performance approach goal can promote students' correct use of meta-cognitive strategies,thereby improving their academic achievement,and the impact of goal avoidance goals is just the opposite.
引文
[1]Butler R.What young people want to know when:Effects of mastery and ability goals on interest in different kinds of social comparisons[J].Journal of Personality&Social Psychology,1992,62(62):934-943.
[2]Ames C.Classroom goals,structures and student motivation[J].Journal of Educational Psychology,1992,84:261-271.
[3]Elilot A J,Church M A.A hierarchical model of approach and avoidance achievement motivation[J].Journal of Personality and Social Psychology,1997,72:218-232.
[4]O’Malley J M,Chamot A U.Learner strategies in second language acquisition[M].Cambridge:Cambridge University Press,1990.
[5]Flavell J H.Meta-cognition and cognitive monitoring:a new area of cognitive developmental inquiry[J].A-merican Psychologist,1979,34:906-911.
[6]Pintrich P,DeGroot E.Motivational and self-regulated learning components of classroom academic performance[J].Journal of Educational Psychology,2000,82:33-40.
[7]董红芸.元认知学习策略训练对提高英语听力教学效果的实证研究[J].北京化工大学学报(社会科学版),2010(6):85-88.
[8]万成利.基于MMPI的大学生人格特征、元认知、学习策略与学习成绩的关系研究[D].成都:电子科技大学,2014.
[9]蒋京川.成就目标定向、班级动机氛围、学习策略、学业成绩的关系研究[D].武汉:华中师范大学,2004.
[10]康中和.大学生元认知能力量表的初建[D].太原:山西大学,2005.
[11]卢谢峰,韩立敏.中介变量、调节变量与协变量---概念、统计检验及其比较[J].心理科学2007(7):6-11.
[12]温忠麟,侯杰泰,马什赫伯特.中介效应检验程序及其应用[J].心理学报,2004,36(2):186-194.
[13]Judd C M,Kenny D A.Process analysis:estimating mediation in treatment evaluations[J].Evaluation Review,1981,5(5):602-619.
(1)为了便于分析,本文将各潜变量都作为显变量处理,即用各潜变量包含的若干题项得分的平均值作为其变量值。
[2]Ames C.Classroom goals,structures and student motivation[J].Journal of Educational Psychology,1992,84:261-271.
[3]Elilot A J,Church M A.A hierarchical model of approach and avoidance achievement motivation[J].Journal of Personality and Social Psychology,1997,72:218-232.
[4]O’Malley J M,Chamot A U.Learner strategies in second language acquisition[M].Cambridge:Cambridge University Press,1990.
[5]Flavell J H.Meta-cognition and cognitive monitoring:a new area of cognitive developmental inquiry[J].A-merican Psychologist,1979,34:906-911.
[6]Pintrich P,DeGroot E.Motivational and self-regulated learning components of classroom academic performance[J].Journal of Educational Psychology,2000,82:33-40.
[7]董红芸.元认知学习策略训练对提高英语听力教学效果的实证研究[J].北京化工大学学报(社会科学版),2010(6):85-88.
[8]万成利.基于MMPI的大学生人格特征、元认知、学习策略与学习成绩的关系研究[D].成都:电子科技大学,2014.
[9]蒋京川.成就目标定向、班级动机氛围、学习策略、学业成绩的关系研究[D].武汉:华中师范大学,2004.
[10]康中和.大学生元认知能力量表的初建[D].太原:山西大学,2005.
[11]卢谢峰,韩立敏.中介变量、调节变量与协变量---概念、统计检验及其比较[J].心理科学2007(7):6-11.
[12]温忠麟,侯杰泰,马什赫伯特.中介效应检验程序及其应用[J].心理学报,2004,36(2):186-194.
[13]Judd C M,Kenny D A.Process analysis:estimating mediation in treatment evaluations[J].Evaluation Review,1981,5(5):602-619.
(1)为了便于分析,本文将各潜变量都作为显变量处理,即用各潜变量包含的若干题项得分的平均值作为其变量值。