学业成就中等生和学习优良生的自我监控与语、数、英学业成绩关系的研究

Relation between Self-regulation and Performance in Chinese, Mathematics, and English for Average-achieving and High-achieving Students

采用量表法对 115名学业成就中等生和 10 8名学习优良学生的自我监控与语文、数学、英语成绩的关系进行了具体研究。结果发现 ,学业成就中等生的自我监控水平显著低于学习优良学生 ,主要体现在执行性、反馈性、补救性、总结性尤其是方法性等方面。不同学科与自我监控的关系有各自的特点。其中 ,自我监控与数学的关系最为密切 ,补救性和总结性的自我监控能力的差异是造成学业成就中等生和学习优良生数学成绩差异的重要原因。自我监控与语文、英语的关系则因学生类型而异 :学业成就中等生的自我监控与语文、英语成绩无显著关系。而学习优良学生的自我监控则与英语成绩有显著的正相关 ,主要体现在意识性、方法性、反馈性等方面。此外 ,其自我监控中的意识性、方法性维度也与语文成绩有显著的正相关 ,这说明提高学业成就中等生的语文和英语成绩 ,应把自我监控的意识性和方法性的培养放在重要位置上。

The relation between self-regulation and performance in Mathematics, English, and Chinese was examined by using questionnaires for 115 average-achieving students and 108 high-achieving students. Results indicated that the self-regulative level of average-achieving students was remarkably lower than that of high-achieving students, which was mainly reflected in execution, reflectivity, complementarily, summary, and particularly in strategy. The relation between self-regulation and performance ranged widely in different subjects: Mathematics was strongly related to self-regulation and the lower grades of average-achieving students in Mathematics may be due to the low level of complementarily and summary. The relation between self-regulation and performance in English and Chinese failed to reach significance in average-achieving students but was significant in high-achieving students, which was mainly reflected in strategy and consciousness, suggesting that strategy and consciousness was important for high achievement in English and Chinese.