小学生自我调节学习的特点

The Feature of Self-regulated Learning of Elementary Schood Children

本文采用学业自我调节问卷,探讨了小学四、五、六年级学生自我调节学习的特点。结果表明,不同年级小学生在自我调节学习的外部调节、摄入性调节、认同调节和内部动机维度上存在差异;不同调节类型对学习成绩有影响;不同年级、不同调节水平对数学成绩有显著影响,在语文成绩上未达显著;最后,本文对于该方向的未来研究给予了展望。

This study investigated the feature of SRL among dementary school children with the revised Academic Self Regulation Questionnaire, Fourth-fifth-and sixth-year students （N= 193） of one elementary school in Beijing responded to the questionnaire. Findings revealed significant differences in the four dimensions of SRL. And different dimensions of SRL affected the students＇ achievement differently. In addition, the results from a series of regression indicated that under the influence of the level of SRL and grades, there were significant differences in the students＇ math achievement, but difference in their Chinese was not significant.