学习策略在思维风格与学业成就关系中的中介效应研究

【作者】 张龙梅；

【导师】 李洪玉；

【作者基本信息】 天津师范大学 ， 发展与教育心理学， 2008， 硕士

【摘要】 本文采用自行翻译并修订的《思维风格量表》和《学习策略量表》,以605名中学生和227名大学生为被试进行测试,考察在数学学习情境中中学生思维风格和学习策略的发展特点,进而考察中学生和大学生的学习策略在思维风格与数学学业成就关系中的作用。结果发现:(1)中学生的思维风格的发展特点是:初中生比高中生更倾向于立法风格、司法风格、等级制风格、无政府风格、整体性风格、保守性风格。(2)不同学校类型、不同性别的中学生的思维风格存在显著差异。普通中学比重点中学的学生更倾向于君主制风格和局部性风格;而重点中学比普通中学的学生更倾向于无政府风格;男生比女生更倾向于整体性风格。学校类型、年级、性别两两间存在交互作用,普通中学的高中生比初中生更倾向于内向性风格;重点中学的初中生比高中生更倾向于外向性风格,高中生比初中生更倾向于寡头统治风格:重点中学的男生比女生更倾向于开放性风格,初中女生比高中女生更倾于开放性风格。(3)中学生数学学习的认知策略存在显著的年级差异。初中生比高中生更多地使用认知策略。学校类型与年级间存在交互作用,普通中学的高中生比初中生更多地使用自我调节策略;重点中学的初中生比高中生更多地使用自我调节策略;除了高一年级外,其他年级间均表现为重点中学比普通中学的学生更多地使用自我调节策略。(4)中学生的自我调节策略在立法风格与数学学业成就关系中起部分中介的作用,在寡头统治风格与数学学业成就关系中起完全中介的作用;认知策略、自我调节策略分别在君主制风格与数学学业成就、无政府风格与数学学业成就以及局部性风格与数学学业成就关系中起部分中介的作用。(5)大学生的认知策略、元认知策略在等级制风格与数学学业成就关系中起完全中介的作用,在整体性风格与数学学业成就关系中起部分中介的作用;认知策略、元认知策略和资源管理策略在开放性风格与数学学业成就关系中起部分中介的作用。更多还原

【Abstract】 We administrated thinking style scale and learning strategy scale which were revised by myself to 605 middle school students and 227 undergraduates , So that we can explore the developmental characteristics of thinking style and learning strategy among middle school students in the learning math context, and the mediation of learning strategy between thinking style and math academic achievement. The results were as follows:(1)Developmental characteristics of middle school students’ thinking style were that: junior middle school students, comparing with those of senior middle school, tended to show more legislative style, judicial style, hierarchic style, anarchic style, global style, conservative style.(2)School types and gender difference among thinking styles were found: comparing with those of the key middle school, the regular middle school students tended to monarchic style, local style; while those of the key middle school tended to anarchic style. Boys were significant global style than girls. The interaction of school types, grade, gender existed significant difference, senior middle school students of the regular middle school tended to internal style than those of the junior middle school; the junior middle school students of the key middle school tended to external style than those of the senior school; students of the senior middle school tended to oligarchic style; the key middle school boys tend to liberal style than girls, girls of the junior middle school tended to liberal style than those of the senior school.(3)It existed significant grade difference among cognitive strategies, students of the junior middle school tended to use more cognitive strategies than those of the senior middle school. The interaction of school types and grades among self-regulated strategies existed significant difference. Regular senior middle school students tended to use more self-regulated strategies than students of junior middle school; students of key junior middle school tended to use more self-regulated strategies than students of senior middle school. Besides senior 1, students of the key middle school tended to use more self-regulated strategies than students of the regular middle school.(4)For middle students, Self-regulated learning strategies partially mediate the relationship between legislative style and math academic achievement, fully mediate between oligarchic style and math academic achievement; Cognitive strategies, Self-regulated learning strategies partially mediate the relationship between monarchic style and math academic achievement, between anarchic style and math academic achievement, and between local style and math academic achievement.(5)For undergraduates, cognitive strategies, meta-cognitive strategies together fully mediate the relationship between hierarchic style and math academic achievement, partially mediate the relationship between global style and math academic achievement.Cognitive strategies, meta-cognitive strategies and resource management strategies partially mediate the relationship between liberal style and math academic achievement.更多还原