Cognitive Psychological Study on Self-Regulational Learning

自我调节学习的认知心理学研究

• 批准号: 11410032
• 负责人: MORI Toshiaki
• 金额: $ 3.01万
• 依托单位: HIROSHIMA UNIVERSITY
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 1999
• 资助国家: 日本
• 起止时间: 1999 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-11410032/
• 关键词: self-regulated learning; cognitive psychology; self-educational ability; learning goal; self-efficacy; implicit theory of intelligence; causal attribution; priming effect; 情報活用力; 情報化社会へのレディネス; レジリエンマ; 知識獲得; レジリエンス

An Extensive survey of students' self-educational abilities was made. In this survey, the relationships of students' self-educational ability with learning goal, causal attribution, self-efficacy, the implicit theory of intelligence, and resilience were investigated. The major findings were as follows : (1) The students who had a high mastery goal showed more self-educational ability than those who have low mastery goal ; (2) Causal attribution for success and failure was correlated with self-educational ability ; (3) The students whose self-efficacy was high showed more self-educational ability than those whose self-efficacy was low ; (4) the students who regarded intelligence as malleable showed high self-educational ability in their college age than those who regarded intelligence as fixed, and (5) the students who had high resilience score showed high self-educational abilities than those who had low resilience score. In this study, six experiments were also done to investigate the mechanism of self-regulational learning.

对学生的自我教育能力进行了广泛的调查。本研究探讨了中学生自我教育能力与学习目标、归因、自我效能感、内隐智力理论和心理弹性的关系。结果表明：（1）掌握目标高的学生比掌握目标低的学生表现出更强的自我教育能力;（2）成败归因与自我教育能力相关;（3）自我效能高的学生比自我效能低的学生表现出更强的自我教育能力;（4）认为智力具有可塑性的学生在大学阶段的自我教育能力高于认为智力具有固定性的学生;（5）心理弹性得分高的学生在大学阶段的自我教育能力高于心理弹性得分低的学生。本研究还通过六个实验探讨了自我调节学习的机制。

项目成果

Naoki Oka: "Phonological and orthographic priming in the lexical decision task"Bulletin of Fukuoka University of Education. 51. 161-165 (2002)

Naoki Oka：“词汇决策任务中的语音和拼写启动”福冈教育大学通报。

岡 直樹: "音韻や綴りの関連性によるプライミング効果"福岡教育大学紀要. 51. 161-165 (2002)

Naoki Oka：“语音和拼写关联的启动效应”福冈教育大学公告 51. 161-165 (2002)。

Toshiaki Mori: "A developmental study on student' self-educational abilities : An Analysis by using retrrospective questionaire"Bulletin of the Faculty of Education, Hiroshima University. 49. 303-308 (2000)

森俊明：“学生自我教育能力的发展研究：使用回顾性问卷的分析”广岛大学教育学部通报。

森 敏昭: "大学生の自己教育力に関する発達的研究 -回想的質問紙法による分析"広島大学教育学部紀要. 49. 303-308 (2000)

森俊明：“大学生自我教育能力的发展研究——使用回顾性问卷法的分析”广岛大学教育学部通报49. 303-308（2000）。

Toshiaki Mori: "What factors do affect student' self-educational abilities? : Effects of learning goal, causal attribution, self-efficacy, and implicit theory of intelligence"Bulletin of the Graduate School of Education, Hiroshima University. 50. 1-8 (200

森俊明：“哪些因素影响学生的自我教育能力？：学习目标的影响、因果归因、自我效能和智力的内隐理论”广岛大学教育研究生院通报。