影响高中学业不良生学业成就心理因素的探索性研究对策8.pdfVIP

3.学业不良学生与学业优秀学生在学习策略、非智力因素上存在及其显著 的差异，学业不良学生的学习策略、非智力因素水平明显不如学业优秀学生。 4.学习策略、非智力因素、原有知识三个变量对学业不良生的学业成就分 别产生显著的直接效应，其影响程度由大到小依次为:原有知识、非智力因素、 学习策略。 5.非智力因素、原有知识和智力因素分别通过学习策略对学业不良生学业 成就产生明显的间接效应:非智力因素还通过原有知识对学业成就产生间接作 用。 犯/户 关 键 词:学业减 学习策略 非智力腻 原俞识 智力 了 分 类 号:G442 Abstract Howtoimprovetheachievementsofunderachieverislonginterestedbythe researchersineducationalpsychology.Only勿makingclearthefactorsthataffecttheir achievementsandtheirdevelopinglawcanweprovideteacherswithscientificbasis, andhelpthem carry outeffectiveteachingmethods.Manyfactorscause underachievements,includingindividualandenvironmentalones,andtheformerwhich includesmanyimportantpsychologicalfactors,suchaslearningstrategy,non- intellectual,priorknowledgeandintelligenceetc.playgreaterrolethanthelatterin acdemicwork.Theoldresearchesmainlyfocusontheinfluenceofacertainfactor,and fewstudytheseforcfactorstogethersystematically.Inresentyears,reasearchesonthe influenceofmuitifactorhaveappeared,buttheirconclusionsareonlythededuction basedonspeculationandlacksubstantialevidences.Thisveryreporthastriedtomake relativelyscientificresearchaboutundeerachieverersmanypsychologicalvariables, andfoundouttheinteractionamongthemanddiscussedtheirvaryingdegreesoftheir influences.Thisreportalsotouchesuponthesyntheticalactionalmechanismthese variables,whichcanprovidepsychologicalbasisforeducationalandteachingactivities. Wehaveverifiedandrevisedthesurveyingtools,andtheresultsshowthatthe questionnaireonlearningstrategyandthesubjectivequestionnairebothhavebetter reliabilityandeffectiveness,.lmdtheycancheckupthelearningstrategyandnon- intelligencefactorsoftheunderachiever. Thereporthasinvestigated248highmiddleschoolunderachieversandstudied theirindividualpsychologicalfactorsbymeansofmultifactoranalysis,pluralistic regression,andanalysisabo