远程学习者元认知、自我效能感对学业成绩的影响路径研究被引量：4

Study on the Effecting Path of Self-efficacy and Meta-cognition to the Academic Achievement of Distance Education Learners

下载PDF

导出

摘要运用SPSS统计软件对远程学习者的元认知与自我效能感现状进行调查,对影响远程学习者学业成绩的影响因素进行回归分析,在元认知理论及回归结果的基础上构建远程学习者元认知、自我效能感与学业成绩的结构方程模型,研究结果表明,远程学习者的元认知三变量之间相互作用,共同对学业成绩产生影响,其对远程教育的启示是:课程设计要体现元认知知识的重要性,教师应创设情景,提升学习者的元认知体验,课程设计要努力促进学习者认知调控能力的提高。 Two questionnaires were designed on the basis of the previous theories to investigate the current status of meta-cognition and self-efficacy in the distance education learners, SPSS was employed to investigate factors influencing learners＇ academic achievement by means of regression analysis, and a structural equation model was established to display the path effect of meta-cognition and self-efficacy on learners＇ academic achievement, and the results show that, the three variables of recta-cognition of distance education learners impacts on each other, and all have great influence on learners＇ academic achievements, and its enlightenments to distance education are： the curriculum design should embody the importance of meta-cognition knowledge, teachers should create situations and try to enhance the meta-cognition experience of learners, and the curriculum design should try to enhance learners＇ cognitive regulation abilities.

作者苏琪

机构地区山东大学枣庄学院

出处《职业技术教育》北大核心 2014年第7期62-67,共6页 Vocational and Technical Education

基金山东省教育科学"十一五"规划课题<元认知与自我效能外语学业成就的相关性研究>(2008GG157) 主持人:苏琪

关键词远程学习自我效能感学业成绩元认知 distance education self-efficacy academic achievement meta-cognition

分类号 G434 [文化科学—教育技术学]

引文网络
相关文献

参考文献8

1Flavell J.H. Metacognition and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry[M]. New York: Academic Press, 1981: 70.
2Bandura A. Self efficacy: Toward a Unifying Theory of Behavioral Change[J]. Psychological Review, 1977, 84:191-204.
3Elias Steven M.& Loomis Ross J. Using an Academic Self-efficacy Scale to Address University Major Persistence[J]. Journal of College Student Development, 2000,41:450-454.
4Multon K. D., Brown S. D., Lent R. W. Relation of Self-efficacy Beliefs to Academic Outcomes: A Meta-analytical Investigation[J]. Journal of Counselling Psychology, 1991, 38:30-38.
5Schraw G.. Dennison. Assessing Metacognitive Awareness[J].Contemporary Educational Psychology, 1994,(19) : 460-475.
6Bandura, A.Self-Efficacy in Changing Societies[M].Cambridge University Press,1995:243-268.
7Pintrich P. R., E. V. De Groot. Motivational and Self-regulated Learning Components of Classroom Academic Performance [J].Journal of Educational Psychology, 1990,82(1):53 -40.
8边玉芳.学习自我效能感量表的编制[J].心理科学,2004,27(5):1218-1222. 被引量：170

二级参考文献13

1Bandura, A. Human Agency,: The Rhetoric and the Reality. American Psychologist, 1991 , 46 : 157 - 162.
2Schwarzer, R, Mueller J, Greenglass E. Assessment of general perceived self-efficacy on the internet: data collection in cyberspace. Anxiety, Stress and Copying, 1999.12(3) : 145 - 161.
3Dweck, C S & Elliott, E S. Achicvement motivation. In: E M Hetherington( Ed. ). P H Mussen ( Series Ed. ) Handbook of child psychology: Vol. 3. Socialization Personality and ,Social development 4th,Ed. New York:Wiley, 1983:643 - 691.
4Rholes, W S, & Ruble D N. Children's understanding of disposhional characteristics of other. Child Development. 1984: 55:550 - 560.
5Skinner, E A, Chapman, M, & Baltes, P B Control, Means - Ends, and Agency }k'liefs: A New Conceptualization and Its Measurement During Childhood. Journal of Personality and Social Psychology. 1988,54( 1 ) : 117 - 133.
6Chapman, M, Skinner, E A, & Balms, P B. Interpreting correlations between children's perceived control and cognitive performance: Control agency, or means- ends beliefs? Developmental Psychology, 1990,26 : 246 - 253.
7Bandura A. Guide for Constructing Self- Efficacy Scales,2001.
8Bandura, A. Self- efficacy mechanism in human agency. American Psychologist, 1982.37 : 122 - 147.
9Bandura A. Self - efficacy: The exercise of control. New York:Freeman, 1997.
10Bandura, A. Reflections on Human Agency. Keynote address presented at the IV European Congress of Psychology, July 2 - 7, Athens, Greece, 1995.