自我调节学习策略对学业成就的影响:学习倦怠的中介和调节作用

The Impact of Self-regulated Learning Strategies on Academic Achievement:Mediating and Moderating Effects of Learning Burnout

为探讨小学生自我调节学习策略、学习倦怠和学业成就的关系及影响机制,采用方便抽样法对重庆市某地区216名小学高年级学生进行问卷调查。结果发现:自我调节学习策略与学业成就呈显著正相关关系;自我调节学习策略、学业成就与学习倦怠均呈显著负相关关系;自我调节学习策略能够显著正向预测学业成就;学习倦怠能够显著负向预测学业成就;学习倦怠在自我调节学习策略和学业成就之间起部分中介作用;学习倦怠在自我调节学习策略和学业成就之间起调节作用。具体而言,与低学习倦怠学生相比,自我调节学习策略对高学习倦怠学生的学业成就影响更大。

To explore the relationship and influencing mechanism between self-regulated learning strategies,learning burnout,and academic achievement among primary school students,a convenience sampling method was used to conduct a questionnaire survey on 216 senior primary school students in a certain area of Chongqing.The results showed a significant positive correlation between self-regulated learning strategies and academic achievement;there is a significant negative correlation among self-regulated learning strategies,academic achievement,and learning burnout;self-regulating learning strategies can significantly positively predict academic achievement;learning fatigue can significantly negatively predict academic achievement;learning fatigue partially mediates the relationship between self-regulated learning strategies and academic achievement;learning fatigue plays a moderating role between self-regulated learning strategies and academic achievement.Specifically,compared to students with low learning fatigue,self-regulated learning strategies have a greater impact on students's scholastic achievement with high learning fatigue.