高中生未来时间洞察力、学业自我效能感和自我调节学习的关系调查

目的 探讨高中生未来时间洞察力、学业自我效能感和自我调节学习的关系。方法 采用未来时间洞察力量表、学业自我效能感量表、自我调节学习量表对随机抽取的555名高中生进行调查。结果 ⑴未来时间洞察力总分与学业自我效能感总分呈正相关(r=0.741,P<0.01),与自我调节学习呈正相关(r=0.402,P<0.01);学业自我效能感与自我调节学习存在正相关(r=0.462,P<0.01);⑵学业自我效能感在未来时间洞察力与自我调节学习的关系中存在显著部分中介效应。结论 高中生的未来时间洞察力、学业自我效能感与自我调节学习关系密切,学业自我效能感在未来时间洞察力和自我调节学习之间有中介作用。

Relationship among future time perspective,academic self-efficacy and self-regulated learning in senior high school students

Objective To explore the relationship among future time perspective, academic self-efficacy and self-regulated learning in senior high school students. Methods A total of 555 teenagers from 4 senior high schools selected by random sampling method were investigated by questionnaires including Future Time Perspective Scale, Academic Self-Efficacy Scale, and Self-Regulated Learning Scale. Results The total scores of future time perspective was significantly positively correlated with the total scores of academic self-efficacy (r=0.741, P<0.01) and with the total scores of self-regulated learning (r=0.402, P<0.01). The scores of academic self-efficacy was significantly positively correlated with the scores of self-regulated learning (r=0.462, P<0.01). The academic self-efficacy was a partial mediator between the future time perspective and self-regulated learning. Conclusion The relationship among the future time perspective, academic self-efficacy and self-regulated learning is very closed in senior high school students, and the academic self-efficacy has a significant intermediation between the future time perspective and self-regulated learning.