高中生物理学习自我评价研究

On the Seaior High School Student's Self-evduation in Physics Learning

以679名高中生为被试,采用问卷调查法探讨了高中生物理学习自我监控与自我效能感、成就目标定向、归因的关系。结果表明:高中生物理学习自我监控与自我效能感存在较高的正相关;高中生物理学习自我监控与掌握目标定向存在较高的正相关,与成绩目标定向存在微弱正相关;高中生物理学习自我评价成功者的自我监控与内部可控归因存在显著的正相关,与内部不可控归因无显著相关,与外部归因存在微弱正相关;物理学习自我评价失败者的自我监控与内部可控归因、内部不可控归因、外部归因均无显著相关;自我效能感、目标定向和学习成败归因是影响自我监控的重要内部因素。

In order to study the relationships among self-monitoring and perceived self-efficacy, achievement goal orientation, attribution in the process of physics learning, 679 senior middle school students were selected as subjects of the questionnaire. The results show： There is relatively high positive correlation between self-monitoring of senior middle school students in physics learning and their perceived self-efficacy. There is relatively high positive correlation between self-monitoring of senior middle school students in physics learning and their mastery goal orientation, while there is weak positive correlation between self-monitoring and performance goal orientation. The self- monitoring of those students with self-satisfaction in physics learning has significant higher positive correlation with internal and controllable attribution, no significant correlation with internal and uncontrollable attribution, and weak positive correlation with external attribution. The self-monitoring of those students with self-dissatisfaction in physics learning has no significant correlation with internal and controllable attribution, internal and uncontrollable attribution or external attribution. All of perceived self-efficacy, achievement goal orientation and attribution are important internal factors which influence self-monitoring of senior middle school students in physics learning.