归因和自我效能感在自我调节学习中的作用

文章以416名高中生为被试,用归因问卷、自我效能感问卷和自我调节学习问卷为工具,对归因和自我效能感在自我调节学习中的作用进行分析.结果表明:(1)归因和自我效能感直接对自我调节学习策略产生影响;(2)归因方式、自我效能感和自我调节学习策略存在性别差异;(3)归因方式存在年级差异;(4)动机成分中的自我效能感和归因是作为调节机制而存在的,影响到个体对认知和元认知策略的选择.

The role of attribution style and self-efficacy in self-regulated learning

Self-regulated learning includes three main components: cognition,meta-cognition and motivation.This study aims at examining the role of attribution style and self-efficacy as motivation in self-regulated learning.And it studies the difference among attribution style,self-efficacy in sex,grade and achievement.Ss were 416 students in senior middle school,using the causes of academic performance scale(CAPS),general self-efficacy scale(GSES)and the motivated strategies for learning questionnaire(MSLQ) as investigating tools.The result showed that(1) Attribution style and self-efficacy directly influenced the strategies for self-regulated learning;(2) Attribution style,self-efficacy and strategies for self-regulated learning is different in sex;(3) Attribution style is different in grade.(4)Attribution and self-efficacy play a mediated role in self-regulated learning process.