社会认知视域下动机信念与积极心理特质对自我调节学习策略的影响机制研究

The effects of motivational beliefs and positive psychological traits on self-regulated learning strategies:A sociocognitive perspective

本研究基于社会认知理论,从积极心理学视角出发,采用问卷调查的方式探究二语写作语境下,学习者动机信念与积极心理特质(成长型思维和二语坚毅)对多维自我调节学习策略的影响机制。研究发现:1)我国大学生动机信念和积极心理特质与多维自我调节学习策略存在不同程度的正相关性;2)动机信念能显著预测认知、元认知、动机调节和社会行为调节策略,其中任务价值、内在目标定向和自我效能感预测力较强;3)积极心理因素对多维自我调节学习策略具有显著预测作用,其中成长型思维和坚持不懈的努力预测力较强,而始终如一的兴趣预测力较弱。

Grounded in sociocognitive theory and positive psychology,this study investigates the relationships of self-regulated learning strategies(SRL)with motivational beliefs and positive psychological factors(growth mindsets and L2 grit)in English as a foreign language writing contexts.Quantitative data analyses reveal that:1)motivational beliefs and positive psychological traits are closely related to SRL strategies;2)motivational beliefs as a whole generate significant predictive effects on four di-mensions of SRL strategies in relation to cognition,metacognition,motivational regulation,and social behavior;task value,intrinsic goal orientation,and self-efficacy of learning are strong predictors of SRL strategies;3)positive psychological traits significantly predict different dimensions of SRL strategies;growth mindset and perseverance of effort are strong predictors while consistency of interest generates a weak predictive effect.