中学生学业自我与学习策略相关研究

Relevant Research on the Relation between Middle School Students' Academic Self and Learning Strategies

采用问卷法对307名初、高中生的学业自我与其学习策略之间的关系进行分析,结果发现:中学生的学业自我发展较为积极;中学生在学习策略的使用频率上依次为浅表加工策略、元认知策略、深加工策略;中学生学业自我与学习策略之有显著相关,表现为中学生学业自我发展水平越高,学习策略运用也较好;学业行为自控、学业愉悦体验和学业能力知觉三因子对其学习策略的使用有显著正向预测作用。

The study investigated the relations of the 307 middle school students＇ academic self with their learning strategies. The following results were obtained： （1） middle school students＇ development of academic self is positive;（2） The frequencies of using the learning strategies were followed by surface cognitive strategies, meta-cognitive strategies and deep cognitive strategies; （3） There are close relations between middle school students＇ academic self and their learning strategies, and the students with higher academic self levels are inclined to use the learning strategies; （4）the factors of self-control of academic behavior, experience of academic emotion and perception of academic ability has significantly predictive effects on their learning strategies.