记忆问题和自我效能是否能预测本科生学习的成绩?
Maura Pilotti1,2, Dana Alzahid3,2, Nouf Faisal1,2
1Department of Sciences and Human Studies, Prince Mohammad bin Fahd University, Khobar, Saudi Arabia.
Frontiers in psychology
|September 2, 2025
概括
学生意识到记忆障碍并不会阻碍学业成功. 记忆问题和学术自我效能对本科生学术成绩的影响很小.
科学领域:
- 认知心理学
- 教育心理学
背景情况:
- 本科生对记忆的自我认知和学术自我效能对于理解学术表现至关重要.
- 两种语言的沙特女性学生在记忆和学术成绩研究中占据了不多的地位.
研究的目的:
- 研究自我报告的记忆问题 (前性和后性) 与学术成就的学术自我效能之间的预测关系.
- 在特定的文化背景下研究二年级和初级本科生之间的关系.
主要方法:
- 一个双语沙特阿拉伯女本科生便宜样本完成了自我报告.
- 收集的数据包括主观记忆问题和学术自我有效性水平.
主要成果:
- 学生报告说前性比后性记忆问题更大.
- 记忆问题与学术自我效能有着温和的关系,表明对自信的作用很小.
- 学术成绩与学术自力更生无关,与记忆问题无关.
结论:
- 意识到记忆障碍并不一定等同于无法满足学术需求.
- 学生可以使用补偿策略来管理记忆挑战,保持学业表现.
- 这些发现对高等教育的教学方法和学习支持有意义.
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