新僵内初班学生认知风格、学习动机、学习策略和学业成绩的关系研究.docVIP

新疆初中生认知风格、学习动机、学习策略与学业成绩的关系 【摘要】 目的：探讨新疆初中生认知风格、学习动机、学习策略和学业成绩的关系。方法：采用镶嵌图形测验、中学生学习方式量表、学习过程问卷中的学习动机分问卷，从南北疆选取453名初中学生为被试进行问卷调查。结果：⑴认知风格、学习动机和学习策略与学业成绩之间有着显著的相关；（2）认知风格、学习动机和学习策略均对学业成绩有显著预测作用；⑶路径分析来看，学习策略与学业成绩是直接的；学习动机与学习策略是间接的；认知风格与学业成绩有直接和间接两条路径。结论：学习策略在认知风格、学习动机对学业成绩的影响中起中介作用。 【关键词】 认知风格；学习动机；学习策略；学业成绩；新疆区内初中班 中图分类号：R395.6 文献标识码：A Relationship among Cognitive Styles, Learning Motivation and Strategies of Junior Students in Xinjiang and the Effect to School-work Achievement YAO De-wen,YAN Lin-Feng,Amangur·Musa，LIU ge,WU Guo-lai Nursing college of Xinjiang Medical University,Urumuqi,830054 【Abstract】 Objective: To examine the relationship between cognitive styles, learning motivations and leaning strategies based on their school-work achievement of Junior students in Xinjiang. Methods: Field Cognitive Picture Test, Students Learning Scale, and Study Process questionnaire are used to investigate junior students and obtained 416 available papers. Results: ①There are correlation relations among students’ source, learning strategy, cognitive style, study motivation, learning strategy and School-work achievement.②Junior students’ cognitive style, learning motivations and learning strategy all influence their school-work achievement. ③Junior students’ cognitive style, learning motivations and learning strategy influence their school-work achievement directly. Students’ cognitive styles influence their school-work achievement indirectly through learning strategy. Cognitive style influences school-work achievement through learning motivations. conclusions: Learning strategy may be a mediating variable between cognitive style, learning motivations and their school-work achievement. 【Key words】 Cognitive Styles; Learning Motivations; Learning Strategy; School-work Achievement ; Junior Students in Xinjiang 学生的学业成绩是受多因素影响的过程，其中包括动机、注意、情绪、性格、认知风格和学习策略等。在学习活动中，各种因素共同制约着学生的学习效率，如，学生的学习策略中的调控策略要比其他策略对学生的学业成绩的影响程度大[1]。有人对高中生认知方式与学业成绩关系进行了实证研究，结果显示场依存型高中生的英语成绩明显高于场独立型高中生[2]。 已