初中生自我调节学习与学业求助行为的关系及其干预

The Relationship and Intervention between Self-Regulated Learning and Academic Help-Seeking Behaviors among Junior High School Students

采用问卷调查法,选取815名初中生为研究对象,探讨初中生学业求助和自我调节学习的特点及二者之间的关系。研究发现:初中生学业求助总体处于中下水平,其适应性求助行为得分虽然高于理论中值,但还可以继续优化;初中生自我调节学习处于中上水平,但其计划与目标定向、动机策略和认知策略需要进一步提升;初中生的学业求助与其自我调节学习显著负相关,其中的求助代价、执行性求助行为和回避性求助行为与其自我调节学习显著负相关,求助益处、工具性求助行为与其自我调节学习显著正相关。

This paper adopts the questionnaire survey method,selects 815 junior high school students as the research object,and discusses the characteristics of academic help and self-regulated learning among junior high school students and the relationship between them.The study found that:junior high school students’overall academic assistance is at the lower middle level and instrumental help behaviors can continue to improve,though its score is higher than the theoretical median.Junior high school students’self-regulated learning is at the upper middle level,but its planning and goal orientation,motivation strategy and cognitive strategy need to be further improved.There was a significant negative correlation between academic help and self-regulated learning in junior high school students.And the help-seeking cost,executive avoidance behavior and avoidance help-seeking behavior are significantly negatively correlated with self-regulated learning.The help-seeking benefit and instrumental help-seeking behavior are significantly positively correlated with self-regulated learning.