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|本期目录/Table of Contents|

 高中生目标定向、学习策略、归因与成绩的关系(PDF)

《心理学探新》[ISSN:1003-5184/CN:36-1228/B]

期数:
 2008年28卷03期
页码:
 58
栏目:
 学校与认知心理学
出版日期:
 2008-09-01

文章信息/Info

Title:
 Research on the Relationships among Goal Orientation, Learning Strategy, Attribution and Academic Performance in High School Students
作者:
 陈明贵 胡振北
 华南师范大学 心理系，广州　510631
Author(s):
 Chen Minggui　Hu Zhenbei
 Department of Psychology, South China Normal University, Guangzhou 510631
关键词:
 高中生; 目标定向; 学习策略; 归因; 成绩
Keywords:
 high school students;  goal orientation;  learning strategy;  attribution;  academic performance
分类号:
 B848.4
DOI:
 -
文献标识码:
 A
摘要:
 该文采用问卷调查的方法，对270名高中生的目标定向、学习策略、归因的特点及其与成绩的关系进行了研究。结果表明：1)男生的掌握定向倾向强于女生，且在学习中更多地采用认知和元认知策略，而女生则具有更明显的能力和内部归因。2)归因与目标定向、学习策略间呈现出较为复杂的相关关系。3)复述策略和努力归因能够负向预测成绩，调节和努力管理策略可以正向预测成绩，而目标定向通过归因和学习策略间接影响成绩。
Abstract:
 A survey using a cluster sampling of high school students was conducted to investigate the relationship among goal orientation, learning strategy, attribution and academic performance in high school students. 270 high school students participated in filling in an anonymous questionnaire. The results indicated that: 1) Gender differences of goal orientation, learning strategy, and attribution were demonstrated: boys were more orientated to mastery goal, and were more utilized cognitive strategy and metacognitive strategy in learning process, but girls were more tended to attribute the academic performance to ability and internal factor. 2) The correlation between attribution and goal orientation, learning strategy is very complex. 3) rehearsal strategy and effort attribution negatively predicted academic performance, regulation strategy and effort management strategy positively predicted academic performance. Goal orientation indirectly influenced academic performance via strategy.

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备注/Memo

备注/Memo:
 -
更新日期/Last Update:  2009-01-16