初中生自主學(xué)習(xí)能力結(jié)構(gòu)及發(fā)展特點(diǎn)研究.pdf

1、廣西師范大學(xué)碩士學(xué)位論文初中生自主學(xué)習(xí)能力結(jié)構(gòu)及發(fā)展特點(diǎn)研究姓名：秦娟申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：教育經(jīng)濟(jì)與管理指導(dǎo)教師：熊廣星20060401初中生自主學(xué)習(xí)能力結(jié)構(gòu)及發(fā)展特點(diǎn)研究IIIAStudyontheStructureDevelopmentalacteristicsofSelfregulatedLearningAbilityofJuniHighSchoolStudentsMaj:EducationalEconomyManagemen

2、tSpecialty:EducationalMeasurementEvaluationSupervis:AssociateProf.XiongGuangxingPostgraduate:QinJuan(20030707)Since1990s’Selfregulatedlearningbecameanimptanttaskinthefieldofeducationalpsychology.Bothfeignincountryscholar

3、stakeawideresearchonthebasisofaseriesproblemofSelfregulatedlearningtheresearchabouttheSelfregulatedlearningabilityisalwaysthehotpotdifficultyinthefield.AtpresenttheblurrydefinitionofSelfregulatedlearningtheindefinablestr

4、uctureofSelfregulatedlearningabilitythescatteringresearchfruitsthesimpleresearchmethodthinkwithdebateinsteadoftheexplefdemonstrationwhichresultinthedisagreementfthestructureofSelfregulatedlearningabilitylackofapropermeas

5、urementinsystemicinvestigationtothedevelopmentalacteristicofthejunihighschoolstudents.InthelightoftheabovesituationsthisresearchchoosesthejunihighschoolstudentswhoareattheimptantphaseofdevelopingSelfregulatedlearningabil

6、ityasourexamobjects.BasingonthepreviousresearchdiscussionsabouttheconnotationofSelfregulatedlearningwederivesomereasonablecomponentsfromallauthitativeschoolsperspectivesomemodelsaboutpsychologicalmechanismofSelfregulated

7、learningrefertosomesuccessfulresearchexperiencemeoverwecombinethepsychologicalacteristicsthephysiologyacteristicsofjunihighschoolstudentsthenweconstructatheeticalmultidimensionsmultilevelsstructuremodelofselfregulatedlea

8、rningability.Withtheopenedquestionnaireftheteachersscholarsbysearchingthejunihighschoolstudent’sbehaviaboutSelfregulatedlearningabilitycombiningsomerelatedauthitativequestionnairewecomposeaninitialquestionnaire.Afterappl

9、yingto148junihighschoolstudentsasasmallscaleinvestigationthenanalyzingtheitems.Afmalquestionnaireincluding100itemswhichisappliedto1349junihighschoolstudentsasalargescaleinvestigation.Theresultoftheexplingfactanalysis(EFA

10、)indicatesthetheeticalassumeofthestructureofSelfregulatedlearningabilityaccdstothedataofdemonstrationwithasatisfyingeffectbasicallyprovetherationalityofthetheeticalstructuremodelaboutSelfregulatedlearningabilityofjunihig

11、hschoolstudents.Basingonallthewkthedevelopmentalacteristicsofthejunihighschoolstudentsaresurveyed.Accdingtothepreviousproceduresfollowingareourconclusions:1.ThestructureofSelfregulatedLearningabilityofjunihighschoolstude

12、ntsisamultilevelsmultidimensionspsychologicalmodel.Itincludes3dimensions:themotivefaithofstudying、thestrategiesofSelfregulatedlearningselfregulation.Themotivefaithdimensionincludes5facts:learninginterest、initiativeconsci