[Relationships between regulation strategies, emotional and behavioral engagement, and academic achievement].
[Relationships between regulation strategies, emotional and behavioral engagement, and academic achievement].
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[调节策略、情感和行为参与以及学业成就之间的关系]。
DOI：
10.4992/jjpsy.87.15020
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Kenshiro Tanaka
中科院分区：
文献类型：
--
作者：
T. Umemoto;Takamichi Ito;Kenshiro Tanaka
本研究探讨了调节策略，情绪和行为参与，和学业成绩之间的关系。调节策略包括元认知调节策略和动机调节策略。动机调节策略有三种亚型：自主调节策略、合作策略和绩效策略。对来自四所大学的199名本科生进行了自评调查，并在调查后三个月进行了考试。路径分析表明，元认知策略的使用与考试成绩呈正相关，主要是通过行为参与。此外，自主调节策略的使用与情绪投入呈正相关。情感投入通过行为投入与考试成绩呈正相关。另一方面，绩效策略的使用与情感投入呈负相关。合作策略的使用与参与度不相关。这些结果表明，每一种调节策略在学习中具有不同的功能，而投入在各种调节策略与学业成绩之间起中介作用。
This study examined relationships among regulation strategies, emotional and behavioral engagement, and academic achievement. Regulation strategies included metacognitive and motivational regulation strategies. Motivational regulation strategies have three subtypes: autonomous regulation strategies, cooperative strategies, and performance strategies. A self-reported survey was administered to 199 undergraduates from four universities, and an examination was conducted three months after the survey. Path analysis showed that use of metacognitive strategies was positively correlated with test scores, mainly through behavioral engagement. Moreover, use of autonomous regulation strategies was positively correlated with emotional engagement. Emotional engagement was positively correlated with test scores via behavioral engagement. On the other hand, use of performance strategies was negatively correlated with emotional engagement. Use of cooperative strategies was not correlated with engagement. These results indicate that each regulation strategy has a different function in learning, and that engagement mediates the relationships between various regulation strategies and academic achievement.