| 1,561 | 1 | 884 |
| 下载次数 | 被引频次 | 阅读次数 |
学习焦虑问题日益普遍，学生学习焦虑的自我调节能力受到重视。本研究以自主学习模型为理论基础，结合国内外相关研究框架，建构了学生学习焦虑自我调节能力量表。探索性因素分析和验证性因子分析结果显示，学生学习焦虑的自我调节能力可以从认知调节能力、元认知调节能力、行为调节能力及情绪调节能力四个维度进行测量。本量表信效度良好，且具有跨性别和跨年级等值性，适合作为测量中学生自我调节学习焦虑能力的有效工具。
Abstract：There is an urgent need for researchers in student learning anxiety to pay more attention to students' learning anxiety self-regulation capability. Based on the self-regulated learning model and the relevant research frameworks at home and abroad, this study constructs the scale of student learning anxiety self-regulation capability. The results of exploratory factor analysis and confirmatory factor analysis show that students' capability to manage and regulate their learning anxiety independently can be measured from four dimensions: self-regulation in cognition, self-regulation in metacognition, self-regulation in behavior, and self-regulation in affection. This scale has good reliability and validity, and has cross-gender and cross-grade equivalence, indicating that this scale is suitable as an effective tool to measure middle school students' learning anxiety self-regulation ability.
[1] 黄琼，周仁来.中国学生考试焦虑的发展趋势——纵向分析与横向验证[J].中国临床心理学杂志，2019(1):113-118.
[2] 汤舒俊.基于学业自我效能感的团体辅导对高中生考试焦虑的干预实验[J].教育研究与实验，2018(2):92-96.
[3] Sarason,S.B.The Measurement of Anxiety in Children:Some Questions and Problems [A].Spielberger,C.D.(Ed.).Anxiety and Behavior [C].New York,NY:Academic Press,1996:63-79.
[4] Spielberger,C.D.Test Anxiety Inventory [A].Weiner,I.B.& Craighead,W.E.(Eds.).The Corsini Encyclopedia of Psychology [C].Hoboken,NJ:John Wiley & Sons,Inc.,2010:37-55.
[5] Cassady,J.C.& Johnson,R.E.Cognitive Test Anxiety and Academic Performance [J].Contemporary Educational Psychology,2002(2):270-295.
[6] Horwitz,E.K.,Horwitz,M.B.,& Cope,J.Foreign Language Classroom Anxiety [J].The Modern Language Journal,1986(2):125-132.
[7] 郑军辉，郑伟威.初中生学习焦虑预警机制构建的研究[J].辽宁教育，2022(22):48-50.
[8][10][13] Pintrich,P.R.,Smith,D.A.F.,Garcla,T.,et al.A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ) [R].Washington,DC:Office of Educational Research and Improvement/Department of Education (OERI/ED),1991.
[9] Hinkin,T.R.A Review of Scale Development Practices in the Study of Organizations [J].Journal of Management,1995(5):967-988.
[11] Kondo,D.S.Strategies for Coping with Test Anxiety [J].Anxiety,Stress & Coping,1997(2):203-215.
[12] Bensoussan,M.Alleviating Test Anxiety for Students of Advanced Reading Comprehension [J].RELC Journal,2012(2):203-216.
基本信息:
中图分类号:G442
引用信息:
[1]郭文娟.学生学习焦虑自我调节能力量表的开发[J].全球教育展望,2025,54(03):77-90.
基金信息:
2022年度上海交通大学文科青年人才培育计划项目“中学生学习焦虑的监测工具与反馈机制研究”(项目编号：2022QN021)的阶段性成果
2025-03-10
2025-03-10