Studies of Psychology and Behavior ›› 2013, Vol. 11 ›› Issue (4): 490-496.

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Self-Regulated Study of Students from Primary to High School: A developmental Study

Su Dan, Song Juan, Fang Ping   

  1. Graduates Academy of Tianjin Normal University, Tianjin 300387; Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074; Psychology Department of Capital Normal University, Beijing 100048
  • Received:2013-12-17 Online:2015-02-15 Published:2013-07-20

小学至高中阶段学生自我调节学习的发展特点

苏丹, 宋娟, 方平   

  1. 天津师范大学研究生院,天津 300387; 天津师范大学心理与行为研究院,天津 300074; 首都师范大学心理系,北京 100048
  • 通讯作者: 方平,男,首都师范大学心理系教授。E-mail:pfang2007@126.com。
  • 作者简介:苏丹,男,天津师范大学副研究员。
  • 基金资助:
    本研究得到天津市哲学社会科学规划课题(TJJX11-096)和天津市哲学社会科学研究规划项目(TJJX12-037)的资助

Abstract: Self-regulated study referred to the regulation of cognition, emotion and activities during study, which is the focus of the domain of education nowadays. The vertical direction research used self-regulation study questionnaires to get the data of students from primary school to high school, in order to make the match of the data and the present models. The results are:(1)Model 2 fits for primary school students while model 1 and 4(better)are matched with the juniors. Model 4 is for the seniors.(2)For juniors, the ability of self-regulated study is quickly developing and it is the important period of its forming.(3)For seniors, meta-cognitive ability develops gradually and it is the main moderating variable of self-regulated study during this period.

Key words: self-regulated study, meta-cognition, development

摘要: 采用问卷调查的方法,对小学到高中阶段学生的自我调节学习能力进行纵向研究。对每个年龄阶段学生的自我调节学习过程进行了模型匹配。发现在四个模式中:(1)模式二比较适合小学生的自我调节学习能力发展模式,模式一和模式四比较适合初中年级学生的自我调节学习能力发展模式,模式四拟合程度最佳。模式四适合高中生。(2)初中阶段,是学生自我调节学习发展较为迅速和逐渐成熟的重要时期。(3)对于高年级学生的自我调节学习模式主要以元认知为调节变量,随着年龄的增加,元认知能力也逐渐发展。

关键词: 自我调节学习, 元认知, 发展

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