摘要
通过对自我调节学习与学业成绩关系的回顾,以Zimmerman和Campillo的社会认知模型为理论背景,随机抽取辽宁省大连市某一高校的两个班进行整体抽样调查,以思想道德修养与法律基础课程期末分数标准化后的分数为课程成绩,将学习动机与策略问卷分数对课程成绩进行回归分析,分析了大学生思想政治理论课自我调节学习与课程成绩的关系。结果自我调节学习的五个维度对课程成绩的解释率为17.8%。其中内在价值对课程成绩最有影响力,其次为考试焦虑、自我效能。这对以后在提高大学生思想政治理论课成绩的实践过程中,重心的选择方面具有指导意义。
引文
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[3]Carey E.A. et al.Can a self-regulated strategy intervention closetheachievementgap?Exploringaclassroom-based intervention in 9th grade earth science. Learning and Individual Differences.2016:85~99.