自主调节学习策略的使用中的社会经济差异:人口研究
Giulia Raimondi1, Elisa Cavicchiolo2, Fabio Alivernini1
1Department of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi 78, 00185 Rome, Italy.
Behavioral sciences (Basel, Switzerland)
|November 27, 2025
概括
社会经济地位显著影响学生使用自我调节认知策略 (SRCSs). 较低的社会经济地位与SRCS参与度的减少有关,这可能会扩大学术成就差距.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 自律学习 (SRL) 对于学术成功至关重要,自律认知策略 (SRCS) 是关键组成部分.
- 社会经济地位 (SES) 是教育成果的已知预测因素,但其对SRCS参与的影响尚未得到充分研究.
研究的目的:
- 研究社会经济地位 (SES) 与学生使用自我调节认知策略 (SRCSs) 之间的关系.
- 在SRL框架内,检查SRCS在各种SES组中的使用差异.
主要方法:
- 分析了来自意大利第10年级学生的全部数据 (N = 261,255).
- 多组确认因子分析 (MCFA) 确保跨SES组的认知自我调节量表的测量不变性.
- 隐性平均差异测试用于比较低,中,高SES组之间的SRCS使用.
主要成果:
- 来自低SES背景的学生报告说,与中等和高SES同龄人相比,SRCS的使用量明显较低.
- 中级SES学生报告SRCS的使用率低于高级SES学生,这表明梯度效应.
结论:
- 显然,SES影响了SRCS的使用,导致了持续的学术差异.
- 需要进行干预,以支持弱势学生开发和利用SRCS,旨在减轻教育不平等.
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