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1、廣西師范大學碩士學位論文初中生自主學習能力結構及發(fā)展特點研究姓名：秦娟申請學位級別：碩士專業(yè)：教育經濟與管理指導教師：熊廣星20060401初中生自主學習能力結構及發(fā)展特點研究IIIAStudyontheStructureDevelopmentalacteristicsofSelfregulatedLearningAbilityofJuniHighSchoolStudentsMaj:EducationalEconomyManagemen

2、tSpecialty:EducationalMeasurementEvaluationSupervis:AssociateProf.XiongGuangxingPostgraduate:QinJuan(20030707)Since1990s’Selfregulatedlearningbecameanimptanttaskinthefieldofeducationalpsychology.Bothfeignincountryscholar

3、stakeawideresearchonthebasisofaseriesproblemofSelfregulatedlearningtheresearchabouttheSelfregulatedlearningabilityisalwaysthehotpotdifficultyinthefield.AtpresenttheblurrydefinitionofSelfregulatedlearningtheindefinablestr

4、uctureofSelfregulatedlearningabilitythescatteringresearchfruitsthesimpleresearchmethodthinkwithdebateinsteadoftheexplefdemonstrationwhichresultinthedisagreementfthestructureofSelfregulatedlearningabilitylackofapropermeas

5、urementinsystemicinvestigationtothedevelopmentalacteristicofthejunihighschoolstudents.InthelightoftheabovesituationsthisresearchchoosesthejunihighschoolstudentswhoareattheimptantphaseofdevelopingSelfregulatedlearningabil

6、ityasourexamobjects.BasingonthepreviousresearchdiscussionsabouttheconnotationofSelfregulatedlearningwederivesomereasonablecomponentsfromallauthitativeschoolsperspectivesomemodelsaboutpsychologicalmechanismofSelfregulated

7、learningrefertosomesuccessfulresearchexperiencemeoverwecombinethepsychologicalacteristicsthephysiologyacteristicsofjunihighschoolstudentsthenweconstructatheeticalmultidimensionsmultilevelsstructuremodelofselfregulatedlea

8、rningability.Withtheopenedquestionnaireftheteachersscholarsbysearchingthejunihighschoolstudent’sbehaviaboutSelfregulatedlearningabilitycombiningsomerelatedauthitativequestionnairewecomposeaninitialquestionnaire.Afterappl

9、yingto148junihighschoolstudentsasasmallscaleinvestigationthenanalyzingtheitems.Afmalquestionnaireincluding100itemswhichisappliedto1349junihighschoolstudentsasalargescaleinvestigation.Theresultoftheexplingfactanalysis(EFA

10、)indicatesthetheeticalassumeofthestructureofSelfregulatedlearningabilityaccdstothedataofdemonstrationwithasatisfyingeffectbasicallyprovetherationalityofthetheeticalstructuremodelaboutSelfregulatedlearningabilityofjunihig

11、hschoolstudents.Basingonallthewkthedevelopmentalacteristicsofthejunihighschoolstudentsaresurveyed.Accdingtothepreviousproceduresfollowingareourconclusions:1.ThestructureofSelfregulatedLearningabilityofjunihighschoolstude

12、ntsisamultilevelsmultidimensionspsychologicalmodel.Itincludes3dimensions:themotivefaithofstudying、thestrategiesofSelfregulatedlearningselfregulation.Themotivefaithdimensionincludes5facts:learninginterest、initiativeconsci

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