本文關(guān)鍵詞： 自我調(diào)節(jié)學(xué)習(xí) 年齡特點 腦機制 動機 策略　出處：《首都師范大學(xué)》2011年博士論文　論文類型：學(xué)位論文

【摘要】：自我調(diào)節(jié)學(xué)習(xí)(self-regulated learning, SRL)是指學(xué)生有計劃地調(diào)節(jié)自身的認(rèn)知、情緒及活動,使其指向目標(biāo)的達(dá)成(Zimmerman Schunk,1989)。主要包括認(rèn)知、行為和動機三方面的要素。 自我調(diào)節(jié)學(xué)習(xí)能力是學(xué)習(xí)過程中學(xué)生自主性學(xué)習(xí)形式和效果的體現(xiàn),貫穿于學(xué)生學(xué)習(xí)的各個年齡階段。對于自我調(diào)節(jié)學(xué)習(xí)能力和過程的研究,國內(nèi)外已有一些,對于不同年齡階段的研究也有一些,但缺少縱向研究。本研究從發(fā)展性研究角度入手,對自我調(diào)節(jié)學(xué)習(xí)量表的三個分量表進行發(fā)展性的修訂和研究：動機量表；策略量表；意志量表。對修訂后的量表在各個年齡階段的效果進行了結(jié)構(gòu)方程模式擬合。 在方平(2003)修訂的量表的基礎(chǔ)上,對量表進行了發(fā)展性的修訂(小學(xué)、初中、高中、大學(xué))。對修訂的量表進行再施測并進行統(tǒng)計分析和結(jié)構(gòu)方程模型分析。結(jié)果發(fā)現(xiàn),模式一比較適合小學(xué)初中等低年級學(xué)生的自我調(diào)節(jié)學(xué)習(xí)能力發(fā)展模式,特別是在初中階段擬合指標(biāo)較好。模式顯示,價值因素和自我效能、情感因素通過對元認(rèn)知和動情控制因素對認(rèn)知策略和資源管理策略進行調(diào)節(jié),從而影響學(xué)習(xí)成績。元認(rèn)知和自我效能因素對成績也有直接的影響作用。在初中階段,是學(xué)生自我調(diào)節(jié)學(xué)習(xí)發(fā)展較為迅速和逐漸成熟的重要時期。而對于高年級學(xué)生的自我調(diào)節(jié)學(xué)習(xí)模式還有待進一步進行研究。 本研究對自我調(diào)節(jié)學(xué)習(xí)能力的研究還結(jié)合了實驗室研究。利用量表篩查出的自我調(diào)節(jié)學(xué)習(xí)能力較高和較低的大學(xué)生被試,進行Go/Nogo任務(wù)是考查抑制過程,發(fā)現(xiàn)了自我調(diào)節(jié)學(xué)習(xí)能力和學(xué)習(xí)成績之間、和反應(yīng)控制之間的對應(yīng)關(guān)系。此任務(wù)是反應(yīng)抑制過程的經(jīng)典范式,其中包含對其進行反應(yīng)的刺激和對其進行反應(yīng)抑制即不反應(yīng)的刺激。其中,進行反應(yīng)的刺激常常以小概率事件形式出現(xiàn)。在反應(yīng)和抑制之間轉(zhuǎn)換的速度在一定程度上可以解釋說明被試的反應(yīng)能力和控制能力。在本研究中,被試對Go任務(wù)的反應(yīng)時在被試間具有顯著性差異,說明被試在Go/No-go任務(wù)中的反應(yīng)和抑制之間的轉(zhuǎn)換過程具有顯著性差異,即有的被試比較靈活而有的被試比較刻板。自我調(diào)節(jié)學(xué)習(xí)能力較高的被試組,即自我調(diào)節(jié)學(xué)習(xí)量表得分較低者,反應(yīng)時較短,反應(yīng)速度較快；自我調(diào)節(jié)學(xué)習(xí)能力較低的被試組,即自我調(diào)節(jié)學(xué)習(xí)量表得分較高者,反應(yīng)時較長,反應(yīng)速度較慢。 本研究對同樣的范式進行了腦機制研究,將Go/No-go范式應(yīng)用于自我調(diào)節(jié)學(xué)習(xí)能力高低水平的兩組學(xué)生被試,探討自我調(diào)節(jié)學(xué)習(xí)能力高低水平的兩組學(xué)生在Go/No-go范式中體現(xiàn)出的抑制能力差異的腦機制。研究發(fā)現(xiàn),自我調(diào)節(jié)學(xué)習(xí)能力高低組被試在No-goP3的趨勢上存在著顯著的差異,說明他們可能存在不同水平的反應(yīng)抑制控制能力。 本研究的結(jié)果可以廣泛地應(yīng)用于教學(xué)領(lǐng)域。
[Abstract]:Self-regulated learning (SRL) refers to students' systematic regulation of their own cognition, emotion and activities to achieve their goals. SRLs mainly include cognitive, behavioral and motivational elements. Self-regulated learning ability is the embodiment of students' autonomous learning form and effect in the process of learning, which runs through every age stage of students' learning. There have been some researches on self-regulated learning ability and process at home and abroad. There are also some studies on different age stages, but lack of longitudinal research. From the perspective of developmental research, this study has carried out developmental revision and research on three sub-scales of self-regulated learning scale: motivation scale; Strategy scale; Will scale. The effect of the revised scale at each age stage was fitted with structural equation model. On the basis of the scale revised by Fang Ping (2003), this paper has carried out a developmental revision of the scale (primary, junior high, high school, university, etc.). The revised scale has been re-tested, and the statistical analysis and structural equation model analysis have been carried out. The results show that, Model one is more suitable for the development model of self-regulated learning ability of junior high school students, especially in the junior middle school stage, the fitting index is better. The model shows that the value factors and self-efficacy, Affective factors affect learning achievement by adjusting metacognition and estrus control factors to cognitive strategies and resource management strategies. Metacognition and self-efficacy factors also have direct effects on achievement. It is an important period for students' self-regulated learning to develop rapidly and gradually mature, but the model of self-regulated learning for senior students needs to be further studied. In this study, the study of self-regulated learning ability was also combined with laboratory research. The task of Go/Nogo was to examine the inhibition process of college students with higher and lower self-regulated learning ability, which was screened by the scale. The relationship between self-regulated learning ability and learning achievement and reaction control is found. This task is a classic paradigm of response inhibition process. It includes the stimulus that responds to it and the stimulus that reacts to it or suppresses it. Stimuli that respond are often in the form of small probability events. The rate of conversion between response and inhibition can be explained to some extent by the ability to respond and control. In this study, There were significant differences in response time between the subjects to go tasks, which indicated that there was a significant difference in the conversion process between the responses and inhibition of the participants in the Go/No-go task. In other words, some subjects were more flexible and some subjects were more rigid. The subjects with higher self-regulated learning ability, those with lower scores of self-regulated learning scale, had shorter reaction time and faster reaction speed, and those with lower self-regulated learning ability had lower self-regulated learning ability. That is, the higher the score of self-regulated learning scale, the longer the reaction time and the slower the reaction speed. In this study, we studied the brain mechanism of the same paradigm and applied the Go/No-go paradigm to the two groups of students with self-regulated learning ability. To explore the brain mechanism of the difference of inhibition ability in Go/No-go paradigm between the two groups of students with self-regulated learning ability. It was found that there were significant differences in the trend of No-goP3 between the high and low self-regulated learning ability groups. This suggests that they may have different levels of response suppression control. The results of this study can be widely used in the field of teaching.
【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2011
【分類號】：C913.5

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