效能信念、加工方式和困难应对策略——关于自我调节学习的特点及各成分间关系的探讨

心理发展与教育 ›› 2000, Vol. 16 ›› Issue (3): 30-35.

效能信念、加工方式和困难应对策略——关于自我调节学习的特点及各成分间关系的探讨

汪玲¹, 雷雳¹, Tanja CULJAK²

1. 首都师范大学教科院心理系, 100089;
2. 克罗地亚University of Zagreb

出版日期:2000-07-15 发布日期:2000-07-15
作者简介:汪玲,女,(1972- ),湖北人,首都师范大学心理系讲师,博士

Efficacy Beliefs Processing Style and Failure-coping Strategy: Characteristics of Self-regulated Learning and the Relationships among Its Components

汪玲¹, 雷雳¹, Tanja CULJAK²

1. 首都师范大学教科院心理系, 100089;
2. 克罗地亚University of Zagreb

Online:2000-07-15 Published:2000-07-15

摘要/Abstract

摘要： 自我调节学习是一个复杂的系统,效能信念、加工方式、应对策略分别反映着自我调节学习的动机、认知、行为侧面。本研究通过对效能信念、加工方式、应对策略三者进行相关分析,探讨了自我调节学习各成分之间的关系;同时,对于自我调节学习各成分与学业成绩之间的关系亦作了探讨。在这两部分研究结论的基础上,提出了自我调节学习的理想模式,并对被试群体自我调节学习的现有状况与这一理想模式进行了对照。

关键词: 自我调节学习, 效能信念, 加工方式, 应对策略

Abstract: Self-regulated learning involves not only cognitive aspect,but also motivational and behavioral components,while there are few studies on the whole structure of self-regulated learning and the relationship among its components. The present study explored the relationship among efficacy beliefs, processing style and failure-coping strategy,as well as the relationship among these variables and study performance.

Key words: self-regulated learning Efficacy beliefs Processing style Coping strategy

中图分类号:

G442

汪玲, 雷雳, Tanja CULJAK. 效能信念、加工方式和困难应对策略——关于自我调节学习的特点及各成分间关系的探讨[J]. 心理发展与教育, 2000, 16(3): 30-35.

汪玲, 雷雳, Tanja CULJAK. Efficacy Beliefs Processing Style and Failure-coping Strategy: Characteristics of Self-regulated Learning and the Relationships among Its Components[J]. Psychological Development and Education, 2000, 16(3): 30-35.

参考文献

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[5] Chapman,M.,Skinner,E.A.&Baltes,P.B.(1990), Interpreting correlations between children's perceived control and cognitive performance:Control,agercy,or means-ends beliefs? Development Psychology,26(2),246-253.
[6] 张鼎昆,方俐洛,凌文辁(1999):自我效能感的理论及研究现状,《心理学动态》7(1)39-43
[7] Niemivirta,M.(1998). Individual Differences in Motivational and Cognitive Factors Affecting Self-Regulated Learning:A Pattern-Oriented Approach. U:Nenniger P.,Jager R.S.,Frey A.&Wosnitza M.(Eds). Advances in Motivation,Landau:Verlag Empirische Padagogik.
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