摘要
为揭示自主学习策略对学习困难学生的影响,并为学习困难学生的训练和矫正提供心理学依据,应用自主学习策略问卷,对小学5年级95名学习优秀学生和89名学习困难学生进行了自主学习策略比较研究。结果发现:学习困难学生自主学习策略明显低于学习优秀学生;学习困难女学生自主学习策略水平整体显著高于男生;影响学生学习成绩是多个自主学习策略因子共同作用的结果。
To discover the influence of self - regulated learning strategies on students with learning disabilities and to provide psychological basis for their training and correction, this paper presents a comparative research on self- regulated learning strategies of 95 students with excellent performance in learning and 89 students with learning disabilities in 5th grade of primary schools by using self- regulated learning strategy questionnaires. The results show that self- regulated learning strategies level of students with learning disabilities is significantly lower than those of students with excellent performance in learning and the learning strategies level of girl students with learning disabilities as a whole is higher than those of boys. What＇s more, multiple regression analysis finds that it is not only one factor but many factors of Self- regulated Learning Strategies that influence students＇ learning performance.
出处
《中国特殊教育》
CSSCI
北大核心
2006年第3期79-83,共5页
Chinese Journal of Special Education
关键词
学习困难
学习优秀
自主学习策略
因子
students with learning disabilities students with excellent performance in learning self- regulated learning strategies factors
