学习策略、自我效能感在不同情境下对成绩的影响

How learning strategy and self-efficacy predict achievement in different situations

为了探索学习策略、自我效能感在不同情境下对成绩的预测作用,选取401名初二学生和361名高二学生作为比较研究的被试,以问卷调查的方式收集数据,主要结果为1)初二和高二学生的认知策略在元认知策略与成绩间的中介作用不同;2)资源管理策略4个方面均能预测初二学生的成绩,只有努力管理、时间管理策略可预测高二学生的成绩;3)自我效能感对初二、高二学生成绩均有预测作用.结果表明在不同情景下学习策略对成绩的预测作用有差异,而自我效能感对其的预测作用较稳定.

To explore how learning strategy and self-efficacy predict achievement in different situations,762 middle school students of different grades(grade 2 and grade 5) were surveyed in this comparative study.The data was collected by questionnaire.The main findings of this study are 1) The grade 2 and 5 students' cognitive strategy had different mediating effects between meta-cognitive strategy and achievement of mathematics;2) The resources management strategy: environment management,effort management,time management and support seeking strategy positively predict the achievement of mathematics within Grade 2 students,while only effort management and time management strategy have positively forecast in Grade 5;3) Self-efficacy can positively predict the achievement of mathematics within grade 2 vs.grade 5.These results show that learning strategy has different prediction functions on achievement in different situations,while self-efficacy's prediction function keeps steady.