课堂成就目标定向、任务难度、学业水平与元认知监控策略运用

发布时间：2018-04-01 13:06

本文选题：课堂成就目标定向　切入点：任务难度　出处：《心理科学》2007年02期

【摘要】：以217名高中生为被试,采用计算机监控的活动操作法,探讨课堂成就目标定向、任务难度对不同学业水平学生元认知监控策略运用的影响。结果表明:(1)课堂掌握目标定向下均比在课堂成绩目标定向下更多地运用元认知监控策略;(2)高学业学生在较难任务上比较易任务上更多地运用元认知监控策略;低学业学生,在课堂掌握目标定向下,在较难任务上比较易任务上更多地使用元认知监控策略;在课堂成绩目标定向下,与课堂掌握目标定向情形相反;(3)临场动机中的自我效能感、目标方向、努力程度在课堂成就目标定向、任务难度对元认知监控策略的影响中具有中介作用。
[Abstract]:Taking 217 high school students as subjects, the goal orientation of classroom achievement was discussed by using the activity manipulation method monitored by computer. The effect of task difficulty on the use of metacognitive monitoring strategies for students with different academic levels. The results show that: 1) students are more likely to use metacognitive monitoring strategies than in the classroom performance goal orientation. More metacognitive monitoring strategies are used in difficult tasks than in easy tasks; Low academic students use more metacognitive monitoring strategies in difficult tasks than in difficult tasks, while in classroom performance goal orientation, they use metacognitive monitoring strategies more frequently than in difficult tasks, while in classroom performance goal orientation, students use metacognitive monitoring strategies more frequently than in difficult tasks. Contrary to the situation of classroom mastery of goal orientation, the sense of self-efficacy, the direction of goal and the degree of effort play an intermediary role in the influence of classroom achievement goal orientation and task difficulty on metacognitive monitoring strategies.
【作者单位】：中国地质大学人文经管学院山东师范大学体育学院
【基金】：国家攀登计划(95-专-09) 山东省十五教育科学规划重点资助项目(105ZZ86)
【分类号】：G441

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