自主学习策略如何影响学业成绩?——基于四川省2153名高中毕业生的调查研究

How Do Self-regulated Learning Strategies Effect Academic Performance?A Survey Based on 2153 High School Graduates in Sichuan Province

自主学习与学业成绩具有相关性。为进一步探究自主学习策略对学业成绩的影响机制,以四川省14个地区15所高中学校的2153名高中毕业生为调查对象,采用结构方程模型探究不同类型自主学习策略对其高考成绩的影响。研究发现:元认知策略、认知策略、价值意识对高考成绩影响不显著;自我效能和自主意识对高考成绩影响显著,且自我效能影响更大;自主意识在元认知策略与高考成绩之间具有正向调节作用,自我效能在认知策略与高考成绩之间具有正向调节作用。建议转变自主学习观念,重视使用情感策略;激发学生自主意识,提供适当自主空间;创设积极学习环境,提高学生自我效能。

Self-regulated learning has been shown to correlate with academic performance.In order to investigate the mechanisms by which self-regulated learning strategies effect academic performance,this study utilized a sample of 2,153high school graduates from 15 schools across 14 regions in Sichuan Province.Employing structural equation modeling,the research explored how various types of self-regulated learning strategies effect national college entrance examination scores.The findings indicate that the metacognitive strategies,cognitive strategies,and value consciousness do not significantly effect the scores.However,self-efficacy and autonomy awareness have a significant impact on the scores,with self-efficacy having a stronger effect.Autonomy awareness positively moderates the relationship between metacognitive strategies and national college entrance exam scores,while self-efficacy positively moderates the relationship between cognitive strategies and the scores.Based on these results,it is recommended to revise the concept of self-regulated learning,emphasizing the use of emotional strategies;to foster students' autonomy awareness by providing appropriate autonomous space;and to create a positive learning environment that enhances self-efficacy.