自我效能,价值和希望:小学生自我调节行为的关键动机预测因素
Rocío González-Suárez1, Lucía Díaz-Pita1, Susana Rodríguez Martínez1
1Department of Psychology, College of Education Sciences, University of A Coruña, Elviña Campus, 15071, A Coruña, Spain.
Acta psychologica
|February 25, 2026
概括
自我效能和希望是年轻学生早期学术自我调节学习 (SRL) 的关键驱动力. 愤怒和羞耻等负面情绪可以阻碍SRL,强调需要情绪调节策略.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 自律学习 (SRL) 对于学业成绩至关重要.
- 在SRL研究中,早期小学教育 (6-7岁) 代表性不足.
- 动机对SRL早期阶段的影响尚不清楚.
研究的目的:
- 研究初级学生早期的动机因素和SRL阶段 (规划,监测,自我反思) 之间的关系.
- 探索自我效能,任务价值和情绪如何影响年轻学习者的SRL.
- 确定SRL的规划,监测和自我反思阶段的特定动机影响.
主要方法:
- 量化,横截面的相关设计.
- 半结构面试用于动机评估 (任务价值,自我效能,情绪).
- 在140名小学生的课堂作业中,系统地观察SRL (计划,监测,自我反思).
主要成果:
- 自我有效性积极预测SRL的规划和监测阶段.
- 任务成本没有阻碍规划;希望对规划和监控产生了积极的影响.
- 负面情绪 (愤怒,羞耻) 对监测和自我反思产生了负面影响.
结论:
- 自我效能和希望是早期小学教育中SRL的重要预测因素.
- 情绪调节至关重要,因为负面情绪会破坏SRL过程.
- 干预措施应侧重于增强情绪调节和意志控制,以促进SRL.
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