动机调控与元认知、认知对大学生英语学习成绩的影响机制研究

Influencing Mechanism of Motivation Regulation,Metacognition and Cognition on College Students' English Achievements

本文采用问卷方式对422名中国大学生的英语学习情况进行调查,旨在探讨动机调控、元认知和认知对大学生英语学习成绩的影响机制。研究结果表明:建立的动机调控七因子测量模型具备较好的信度和效度;元认知策略对认知策略产生直接显著的影响(0.97),认知策略直接影响动机调控(0.75)和努力程度(0.56);动机调控对努力程度产生直接显著影响(0.43);对学生的英语学习成绩产生直接显著影响的只有努力程度(0.25),其他变量都通过直接或者间接影响努力程度这一中介变量而影响英语学习成绩。本研究可为了解动机调控的作用机制提供参考。

The study aims to explore the joint effects of motivation regulation, metacognition and cognition on college students＇ English achievements. 422 Chinese college students＇ answers for a questionnaire are analyzed. Confirmatory factor analysis is used to verify the seven factors measurement model of motivation regulation, which is proved to have good validity and reliability. The structural model results show that metacognition strategies exert direct influence on cognition strategies （0.97）. Cognition strategies directly affect motivation regulation （ 0.75 ） and students＇ effort （ 0.56 ）. And motivation regulation influences students＇ effort （0.43）. The latent variable which has direct effect on students＇ achievements is effort （0.25）. The other variables only have indirect effects on students＇ English achievements mediated by effort. This study may provide reference for understanding the function of motivation regulation.