大学生的化学自我效能感对自我调节学习策略及学业成就的影响研究

Influence of Chemical Self-Efficacy on Self-Regulated Learning Strategy and Academic Achievement of College Students

大学生的学业成就是衡量高等教育质量的重要因素之一。由社会认知理论、建构主义学习和人本主义学习理论可知,高校大学生的化学自我效能感应能促进自我调节学习策略的运用,对学业成就与综合素质提升具有积极效应,但仍需要进行验证。故本研究目的:探讨高校大学生的化学自我效能感对学业成就的影响性,并考察自我调节学习策略的中介作用。研究方法:采用大学生的化学自我效能感量表、自我调节学习策略量表、化学专业学业成就量表等工具,通过整群抽样的方式,对国内某高校的536名化学化工专业大学生进行问卷调查。研究结果显示:大学生的化学自我效能感与化学专业学业成就显著正相关;大学生的化学自我效能感与自我调节学习策略显著正相关;自我调节学习策略与化学专业学业成就显著正相关;自我调节学习策略在化学自我效能感与化学专业学业成就之间起部分中介效应。

College students’academic achievement is one of the important factors to measure the quality of university education.According to the theories of social cognition,constructivism learning and humanism learning,the chemical self-efficacy perception of college students can promote the application of self-regulation learning strategies,and has a positive effect on the improvement of academic achievement and comprehensive quality.Objective:To explore the effect of chemical self-efficacy on academic achievement,and to investigate the mediating effect of self-regulated learning strategies.Methods:536 college students majoring in chemistry and chemical engineering were surveyed by cluster sampling using chemical self-efficacy scale,chemical self-regulation learning strategy scale and academic achievement questionnaire.Results:There was a significant positive correlation between chemical self-efficacy and their academic achievement.There was a significant positive correlation between self-efficacy and self-regulation learning strategies.Self-regulated learning strategies are positively correlated with academic achievement.Self-regulated learning strategies play a part mediating effect on the relationship between chemical self-efficacy and academic achievement.