中小学教师学习调节模式的结构与测量

The Structure and Measurement of Teachers' Learning Regulation Pattern

目的:探索中小学教师学习调节模式的结构,并编制教师学习调节模式问卷。方法:根据访谈研究的结果,在参照以往成果的基础上,编制教师学习调节模式初测问卷;根据523份有效调查数据进行探索性因素分析;根据625份调查问卷的结果,采用内部一致性分析、结构方程模型技术和层次回归分析进行验证。结果:探索性因素分析的结果表明,教师学习调节模式由自我导向、任务导向和外部导向三个维度构成;验证性因素分析证实了教师学习调节模式的构想效度;内部一致性分析和层次回归分析的结果表明,该教师学习调节模式问卷具有较好的信度与效度。结论:教师学习调节模式是一个三因素的结构。

The present study was aimed to explore the structure of teachers＇ learning regulation pattern,and to develop a Teacher Learning Regulation Pattern Questionnaire （TLRPQ）. Based on the data from the interview and by comparing the current results with previous studies,a primary TLRPQ was developed. Altogether 523 valid questionnaires were adopted for the Exploratory Factor Analysis （ EFA ） , and 625 valid questionnaires were used for the internal consistency analyses, Confirmatory Factor Analysis （CFA） and hierarchical regression analyses. EFA showed that teachers＇ learning regulation pattern was a three-dimension construct, which included self-directed regulation, task-directed regulation and external-directed regulation. CFA further confirmed TLRPQ＇ s factorial validity. The internal consistency analyses and hierarchical regression analyses showed that TLRPQ had suitable reliability and high validity. Hence, the structure of teachers＇ learning regulation pattern is a construct with 3 factors.