寄宿制小学生时间管理倾向与学业成绩的关系:自我调节学习的中介作用
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- 英文论文题名：The Relationship between Time Management Disposition and Academic Achievement in Boarding Primary School Students:The Mediating Role of Self-regulate Learning
- 论文作者：李红霞 ; 林雪 ; 司继伟 ; 刘亚琼
- 英文论文作者：LI Hongxia ; LIN Xue ; SI Jiwei ; LIU Yaqiong ; Shandong Normal University ; The Qi Lu Cooperation Primary School Attached to Shandong Normal University
- 年：2015
- 作者机构：山东师范大学心理学院;山东师范大学附属小学齐鲁合作学校;
- 论文关键词：寄宿制 ; 小学生 ; 时间管理倾向 ; 自我调节学习 ; 学业成绩
- 英文论文关键词：Boarding ; Higher Elementary School Students ; Time Management Disposition ; Self-regulated Learning ; Academic Performance
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：G444
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：786k
- 原文格式：D
- 会议级别：全国
摘要
近年来,寄宿制学生的学习问题受到越来越多学者的关注。小学是个体学习能力发展的关键阶段。为探讨寄宿制小学生时间管理倾向、自我调节学习与学业成绩之间的关系,采用黄希庭、张志杰(2001)编制的《时间管理倾向量表》(TMD)和方平(2003)修订的《自我调节学习量表》调查了530名4~6年级寄宿制小学生。结果表明:(1)在寄宿制小学生中,男生学业成绩显著低于女生;时间管理倾向与自我调节学习能力性别差异不显著,但在这两方面,四年级学生均显著低于五、六年级。(2)寄宿制小学生的时间价值感、监控观和效能感越强,学业成绩越高。(3)寄宿制小学生的自我调节学习动机在时间管理倾向和学业成绩之间起到部分中介作用,具体讲,时间管理倾向性越高,其自我调节学习动机也就越强,那么学业成绩就越高。寄宿制小学生的自我调节学习策略在时间管理倾向和学业成绩之间发挥着部分中介作用,具体表现为,时间管理倾向越强,其自我调节学习策略的能力就越强,学生的学业成绩也就越高。
530 elementary school students of grade 4 to 6 completed the Time Management Disposition Scale and Self-regulated Learning Scale, in order to explore the relationship among time management disposition, self-regulated learning and academic performance. The results suggested that:(1) Females reported significantly higher levels of academic performance than males in Boarding Primary School Students. Grade 4 students reported significantly higher levels of time management disposition and self-regulated learning than grade 5 to 6 students.(2) Time management disposition positively predicted self-regulated learning and academic achievement.(3) Self-regulated learning motivation partially mediated the relation between time management disposition and academic achievement. Specifically, time management disposition predicted self-regulated learning motivation positively, self-regulated predicted academic achievement positively.(4) Self-regulated learning strategy partially mediated the relation between time management disposition and academic achievement. Specifically, time management disposition predicted self-regulated learning strategy positively, self-regulated learning strategy predicted academic achievement positively.
530 elementary school students of grade 4 to 6 completed the Time Management Disposition Scale and Self-regulated Learning Scale, in order to explore the relationship among time management disposition, self-regulated learning and academic performance. The results suggested that:(1) Females reported significantly higher levels of academic performance than males in Boarding Primary School Students. Grade 4 students reported significantly higher levels of time management disposition and self-regulated learning than grade 5 to 6 students.(2) Time management disposition positively predicted self-regulated learning and academic achievement.(3) Self-regulated learning motivation partially mediated the relation between time management disposition and academic achievement. Specifically, time management disposition predicted self-regulated learning motivation positively, self-regulated predicted academic achievement positively.(4) Self-regulated learning strategy partially mediated the relation between time management disposition and academic achievement. Specifically, time management disposition predicted self-regulated learning strategy positively, self-regulated learning strategy predicted academic achievement positively.
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