本文選題：大學(xué)生　切入點(diǎn)：物理專業(yè)　出處：《重慶師范大學(xué)》2012年碩士論文

【摘要】：大學(xué)生元認(rèn)知能力是一種大學(xué)生能夠知覺(jué)、理解、監(jiān)督、管理、控制自己思維過(guò)程和認(rèn)知活動(dòng)的能力，它包括元認(rèn)知計(jì)劃、元認(rèn)知監(jiān)控、元認(rèn)知調(diào)節(jié)、元認(rèn)知評(píng)價(jià)四個(gè)維度。大學(xué)生學(xué)習(xí)自我效能感是大學(xué)生對(duì)自己學(xué)業(yè)學(xué)習(xí)能力的信念，包括他們對(duì)自己能否利用現(xiàn)有能力去完成學(xué)習(xí)任務(wù)的自信程度的評(píng)價(jià)，以及對(duì)能否采用一定學(xué)習(xí)方法達(dá)到學(xué)習(xí)目標(biāo)的判斷與自信。學(xué)習(xí)自我效能感包括學(xué)習(xí)能力自我效能感與學(xué)習(xí)行為自我效能感兩個(gè)維度。目前，國(guó)內(nèi)外對(duì)元認(rèn)知能力與學(xué)習(xí)自我效能感研究的較多，針對(duì)的大部分是兒童、中小學(xué)生，而針對(duì)大學(xué)生的系統(tǒng)研究較少，且大學(xué)生的元認(rèn)知能力與學(xué)習(xí)自我效能感的關(guān)系研究則更少。因此本文著眼于此，通過(guò)查閱國(guó)內(nèi)外文獻(xiàn)為大學(xué)生元認(rèn)知能力與學(xué)習(xí)自我效能感作理論探討，進(jìn)而以重慶師范大學(xué)物理專業(yè)大學(xué)生300人為被試，調(diào)查他們的元認(rèn)知能力與學(xué)習(xí)自我效能感總體水平，并分析元認(rèn)知能力與學(xué)習(xí)自我效能感的關(guān)系，提出提高大學(xué)生元認(rèn)知能力與學(xué)習(xí)自我效能感水平的建議。研究結(jié)果如下： （1）物理專業(yè)大學(xué)生的元認(rèn)知能力與學(xué)習(xí)自我效能感水平總體處在中等偏上水平。大學(xué)一年級(jí)學(xué)生的元認(rèn)知能力及學(xué)習(xí)自我效能感存在很大的個(gè)體差異。 （2）物理專業(yè)大學(xué)生在元認(rèn)知監(jiān)控維度上不存在性別差異，，但在元認(rèn)知計(jì)劃、元認(rèn)知調(diào)節(jié)、元認(rèn)知評(píng)價(jià)三維度及其總分上存在極顯著的性別差異，即男生顯著高于女生；物理專業(yè)大學(xué)男生的學(xué)習(xí)自我效能感各維度及總分顯著高于女生。 （3）物理專業(yè)大學(xué)生在元認(rèn)知能力各維度及總分上不存在學(xué)科差異，在學(xué)習(xí)能力自我效能維度及總分上也不存在學(xué)科差異，但在學(xué)習(xí)行為自我效能維度上存在學(xué)科差異，即理科師范類大學(xué)生顯著高于工科電技類大學(xué)生。 （4）物理專業(yè)大學(xué)生在元認(rèn)知計(jì)劃、監(jiān)控、評(píng)價(jià)三維度及總分上均不存在年級(jí)差異，但在元認(rèn)知調(diào)節(jié)維度上年級(jí)差異顯著，大四年級(jí)學(xué)生顯著高于大二、大三年級(jí)學(xué)生；物理專業(yè)大學(xué)生在學(xué)習(xí)自我效能感各維度上不存在年級(jí)差異，但在其總分上存在顯著年級(jí)差異，大四年級(jí)學(xué)生顯著高于大二年級(jí)學(xué)生。 （5）物理專業(yè)大學(xué)生元認(rèn)知能力及學(xué)習(xí)自我效能感各維度及總分的性別、年級(jí)交互效應(yīng)顯著，大一年級(jí)男生的元認(rèn)知能力總分及學(xué)習(xí)自我效能感總分比大四年級(jí)男生還要高，并顯著高于大二、大三年級(jí)男生，大一年級(jí)女生的元認(rèn)知能力總分最低，大二年級(jí)女生的學(xué)習(xí)自我效能感總分最低。 （6）物理專業(yè)大學(xué)生元認(rèn)知能力與學(xué)習(xí)自我效能感呈極其顯著正相關(guān)，學(xué)習(xí)自我效能感各維度及總分在元認(rèn)知能力總分高中低三組上存在極其顯著差異，學(xué)習(xí)自我效能各維度及總分在元認(rèn)知能力總分任意兩組上都存在顯著差異，元認(rèn)知能力總分越高學(xué)習(xí)自我效能感越高。 （7）物理專業(yè)大學(xué)生元認(rèn)知能力各維度對(duì)學(xué)習(xí)自我效能感各維度及總分具有良好的正向預(yù)測(cè)性。
[Abstract]:College Students' metacognitive ability of college student is a capable of perception, understanding, supervision, management, the ability to control their thinking process and cognitive activities, including metacognitive plan, metacognitive monitoring, metacognitive regulation, metacognitive assessment of four dimensions. Learning self-efficacy is the learning ability of college students on their academic beliefs of college students, including their assessment of the degree of confidence in their ability to use the existing ability to fulfill their tasks, and can be used for judgment and confidence of learning methods to achieve the goal of learning. Learning self-efficacy includes learning ability self-efficacy and learning behavior self-efficacy in two dimensions. At present, at home and abroad on the metacognitive ability and self learning study on the efficacy of more, for most children, primary and middle school students, and according to the system of college students is less, and college students' metacognitive ability and learning Study on the relationship between self efficacy is less. Therefore this paper focuses on this, through the domestic and foreign literature are discussed for college students' metacognitive ability and learning self-efficacy, and to students majoring in physics at Chongqing Normal University as subjects 300 yuan, investigation of their cognitive ability and learning self-efficacy, and analyze the relationship between metacognitive ability and learning self-efficacy, improve college students' metacognitive ability and learning self-efficacy level. Research results are as follows:
(1) the level of metacognitive ability and learning self-efficacy of college students in physical education is generally above average. There are great individual differences in metacognitive ability and learning self-efficacy of freshmen.
(2) physics majors there is no gender differences in metacognitive dimension, but in metacognitive plan, metacognitive regulation, metacognitive evaluation dimension and total score have significant gender differences, boys is significantly higher than girls; College Physics Majors Learning Self-efficacy dimensions and total score was significantly higher than that of girls.
(3) college students majoring in physical discipline does not exist differences in metacognitive ability of each dimension and the total score, the learning ability self-efficacy and the total score did not have disciplinary differences, but in learning behavior self-efficacy dimensions exist subject differences, namely science teachers college students is significantly higher than that of electrical engineering technology students.
(4) physical Major Students in metacognitive monitoring plan, dimension and total score evaluation there are no grade differences, but the differences in metacognitive regulation on the dimensions of the fourth grade students in high grade was significantly higher than the second, in the third grade students; physics majors in learning self-efficacy has no grade differences in each dimension, but there are significant grade differences in the total score, in the fourth grade students were significantly higher than the second grade high students.
(5) physics majors metacognitive ability and learning self-efficacy dimensions and total score of gender, grade a significant interaction effect, the first grade boys high metacognitive ability scores and learning self-efficacy scores than the fourth grade boys even higher, and significantly higher than the second, in the third grade boys, girls in the first grade the metacognitive ability of the lowest score, the second grade girls high learning self-efficacy score the lowest.
(6) college students majoring in physical ability of metacognition and learning self-efficacy showed significant positive correlation, learning self-efficacy dimensions and total score of meta cognitive ability scores high and low three groups there were very significant differences in learning self-efficacy dimensions and total score in metacognitive ability score any significant differences exist on the two groups the higher the score of meta cognitive ability, learning self-efficacy is higher.
(7) the dimensions of metacognition ability of college students in physics majors have good positive predictability on each dimension and total score of learning self-efficacy.

【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：O4-4;G642

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