摘要
文章以416名高中生为被试,用归因问卷、自我效能感问卷和自我调节学习问卷为工具,对归因和自我效能感在自我调节学习中的作用进行分析。结果表明:(1)归因和自我效能感直接对自我调节学习策略产生影响;(2)归因方式、自我效能感和自我调节学习策略存在性别差异;(3)归因方式存在年级差异;(4)动机成分中的自我效能感和归因是作为调节机制而存在的,影响到个体对认知和元认知策略的选择。
Self-regulated learning includes three main components： cognition, meta-cognition and motivation. This study aims at examining the role of attribution style and self-efficacy as motivation in self-regulated learning. And it studies the difference among attribution style, self-efficacy in sex, gTade and achievement. Ss were 416 students in senior middle school, using the causes of academic performance scale （ CAPS）, general self-efficacy scale（GSES） and the motivated strategies for learning questionnaire （MSLQ） as investigating tools. The result showed that （ 1 ） Attribution style and self-efficacy directly influenced the strategies for self-regulated learning ; （2） Attribution style, self-efficacy and strategies for self-regulated learning is different in sex; （3） Attribution style is different in grade. （4）Attribution and self-efficacy play a mediated role in self-regulated learning process.
出处
《广州大学学报（社会科学版）》
2007年第5期13-17,共5页
Journal of Guangzhou University:Social Science Edition
基金
广州市哲学社会科学"十五"规划项目(YZ6-4)
关键词
自我调节学习
归因
自我效能感
self-regulated learning
attribution style
self-efficacy
