To Achieve or Not To Achieve: A Self-Regulation Perspective on Adolescents' Academic Decision Making.
To Achieve or Not To Achieve: A Self-Regulation Perspective on Adolescents' Academic Decision Making.
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实现还是不实现：青少年学业决策的自我调节视角。
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
James P. Byrnes
中科院分区：
文献类型：
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作者：
David C. Miller;James P. Byrnes
在两项研究中，作者调查了决策自我调节模型在解释和预测青少年学业决策方面的效用。参与者主要是九年级和一年级的学生。第一项研究由所有男孩组成，第二项类似研究由男孩和女孩组成。衡量标准包括新开发的决策技能评估（决策能力量表）、学习和学习策略量表（高中版）的选定量表、学术目标重要性的评估以及教师对成就行为的评分。青少年对学业目标的重视及其决策能力通常是其成就行为的最佳预测因素。与年龄较小的青春期男孩和年龄较大的青春期女孩相比，年龄较大的青春期男孩并不肯定努力取得成就。对决策的研究有充分的理由与学术成就的研究相交叉。从决定是否学习考试等日常决定，到高中课程选择等更重要的决定，甚至更重要的决定是完成高中学业还是继续接受高等教育，与学业成就相关的决定是年轻人生活中最重要的决定。此外，随着年龄的增长，决策变得越来越重要，因为儿童的独立性不断增强，他们需要为自己做更多的决定。因此，重要的是使用一种理论来绘制青少年时期决策的发展过程，该理论能够有效地捕捉与学业成就和青少年生活其他方面相关的这项技能的关键特征。这样的理论将为应该发展的技能类型提供指导，并在发现这些技能未按应有的发展时提供有关干预方法的线索。现有决策模型存在三个主要缺陷（Byrnes，1998；Slovic、Lichtenstein 和 Fischhoff，1988）。首先，基于经典预期效用理论的理论未能考虑到人类思维信息处理的局限性。实际上，它们并不是人类实际如何做出决策的准确模型。二、大部分机型功能不强大
In 2 studies, the authors investigated the utility of the self-regulation model of decision making for explaining and predicting adolescents' academic decision making. Participants were mostly 9th and 1 lth graders. The 1st study consisted of all boys, and a 2nd similar study consisted of boys and girls. Measures included a newly developed assessment of decision-maki ng skill (the Decision-Making-Competency Inventory), select scales of the Learning and Study Strategies Inventory—High School Version, an assessment of the importance of academic goals, and teacher ratings of achievement behavior. Adolescents' valuing of academic goals and their decision-making competency were typically the best predictors of their achievement behavior. Older adolescent boys did not affirm achievement striving compared with younger adolescent boys and older adolescent girls. There is ample reason for research on decision making to intersect with that of academic achievement. From everyday decisions like deciding whether to study for tests to more weighty ones like high school course selection and, even more consequential, deciding whether to complete high school or go on to higher education, decisions related to academic achievement are some of the most salient in the lives of young people. Furthermore, decision making takes on increasing importance with age given that children's growing independence necessitates that they make more decisions for themselves. Thus, it is important to chart the development of decision making through the adolescent period using a theory that effectively captures the key features of this skill that relate to academic achievement and other aspects of adolescents' lives. Such a theory would provide guideposts to the kinds of skills that should be developing, as well as clues regarding ways to intervene, if these skills are found not to be developing as they should. There are three major shortcomings in existing models of decision making (Byrnes, 1998; Slovic, Lichtenstein, & Fischhoff, 1988). First, those based on classical expected utility theory fail to take into account information-processing limitations of the human mind. In effect, they are not accurate models of how humans actually make decisions. Second, most models are not powerful