文献类型：期刊文献

中文题名：留守儿童的学习适应性及其与学习策略、学习自我效能的关系

英文题名：Relationship between Learning Adaptability,Learning Self-efficacy and Learning Strategies of Left-behind Children

作者：牟生调[1];赵微[1]

第一作者：牟生调

机构：[1]中国.定西师范高等专科学校,743000

第一机构：甘肃中医药大学定西校区

年份：2012

卷号：20

期号：9

起止页码：1373

中文期刊名：中国健康心理学杂志

外文期刊名：China Journal of Health Psychology

基金：陕西省2008基础教育重大投标课题(ZDKT08116)

语种：中文

中文关键词：留守儿童;学习适应性;学习自我效能;学习策略

外文关键词：Left-behind children; Learning adaptability; Learning self-efficacy; Learning strategies

摘要：目的探讨留守儿童学习适应性的特点,以及学习策略在留守儿童学习自我效能对学习适应性影响中的作用。方法采用测量法,测查264名留守儿童学习适应性、学习自我效能和学习策略。结果①留守儿童学习适应性总体情况较差(χ2=52.428,P<0.001);学习环境是影响留守儿童学习适应性的最突出问题;②学习策略在学习自我效能对学习适应的影响中起中介作用(β=0.59～0.11,t=1.37,P>0.05),进一步研究发现学习策略中的元认知策略和目标管理规划策略对学习适应起到中介作用。结论留守儿童总体学习适应不良;学习策略的教育干预可以有效改善留守儿童的学习适应状况。
Objective To explore the learning adaptability characteristics of left-behind children and the function of learning strategies in learning self-efficacy＇ s effect on learning adaptability.Methods A total of 264 left-behind children were selected to investigate their learning adaptability,learning self-efficacy and learning strategies through questionnaire.Results ①Generally speaking,learning adaptability of left-behind children was poor（χ2=52.428,P0.001）;learning environment was the most important factor influencing children＇s learning adaptability.②Children＇s learning strategies mediated the relation between learning self-efficacy and children＇s learning adaptability（β=0.59~0.11,t=1.37,P0.05）;and meta-cognitive strategies as well as resource management strategies in learning strategies had the mediating effect.Conclusion Learning strategies of educational interfering is an effective act of improving left-behind children＇s learning adaptability.