教师课堂行为感知与家长参与对10～12岁低学业成就学生学习策略的影响

The Effect of the Perception of Teacher's Class Behavior and Parental Involvement on Learning Strategies of 10- to 12-year-old Low Achievers

本研究筛选10～12岁低学业成就学生144名，采用问卷法，揭示低学业成就学生在学习策略各维度上的发展与性别差异。在此基础上，通过多因素方差分析和分层多元回归分析探讨教师课堂行为感知和家长参与对低学业成就学生的学习策略的影响模式。结果表明：（1）10～12岁低学业成就学生学习策略使用的年级差异和性别差异均不显著；（2）而不同的学习策略间差异显著，社会性策略得分显著高于元认知策略和认知策略得分；（3）家长参与和教师课堂行为感知对10～12岁低学业成就学生学习策略影响显著，首先，在元认知策略上，家长的认知参与、行为参与和教师的支持性帮助的预测效果显著；其次，在认知策略上，教师的支持性帮助和家长的认知参与的预测效果显著；在社会性策略上，家长的认知参与和教师的高期望感知的预测效果显著。

One hundred and forty-four low achievers aged from ten to twelve years old were selected to explore the effects of perception of teacher＇ s class behavior and parental involvement on the learning strategies. The results showed as following： （1） For the low achievers aged from 10 to 12 years old, the main effects of gender and grade on learning strategies were not significant; （2） Comparing to meta - cognitive strategy and cognitive strategy, the scores of social strategies were the highest for the low achievers aged from 10 to 12 years old; （3） For 10 to 12 year-old-low achievers, parental involvement and the perception of teacher＇ s class behavior had a great effect on their learning strategies. First of all, the parental cognitive participation, the behavior of parents participation and the perception of teachers＇ supportive behavior showed significant effects of prediction on the meta - cognitive strategies. Secondly, the perception of teachers＇ supportive behavior and the parental cognitive participation showed significant effects of prediction on the cognitive strategies. Thirdly, the parental cognition participation and the perception of teachers＇ high expectations showed significant effects of prediction on social strategies.