寄宿制小学生时间管理倾向与学业成绩的关系:自我调节学习的中介作用

The Relationship between Time Management Disposition and Academic Achievement in Boarding Primary School Students: The Mediating Role of Self-regulate Learning

为探讨寄宿制小学生时间管理倾向、自我调节学习与学业成绩之间的关系,采用时间管理倾向量表和自我调节学习量表调查了530名4~6年级寄宿制小学生。结果表明：（1）时间管理倾向、自我调节学习与学业成绩性别差异不显著,学业成绩年级差异显著;（2）寄宿制小学生的时间价值感、监控观和效能感越强,学业成绩越高;（3）寄宿制小学生的自我调节学习动机水平在时间管理倾向和学业成绩之间起到部分中介作用。

In order to explore the relationship among time management disposition, self-regulated learning and academic performance, 530 elementary school students from grades 4 to 6 completed Time Management Disposition Scale and Self-regulated Learning Scale. The results suggested that：（1） No grade differences and gender differences were found in time management disposition and self-regulated learning in boarding primary school students. And students of grade 6 reported significantly higher levels of academic performance than grade 5;（2） Time management disposition positively predicted self-regulated learning and academic achievement;（3） Self-regulated learning motivation partially mediated the relation between time management disposition and academic achievement. Specifically, time management disposition predicted self-regulated learning motivation positively, and self-regulated predicted academic achievement positively.