中学生学习策略运用、学习效能感、学习坚持性与学业成就关系的研究

本研究随机选取初一、初二、高一、高二年级共442人为被试，采用协方差结构模型考察了中学生学习策略运用、学习效能感、学习坚持性与学业成就之间的关系。研究结果表明：(1)学习策略运用、学习效能感、学习坚持性与学业成就之间都存在显著的正相关；(2)学习策略运用、学习效能感直接影响学生的学业成就，学习坚持性则通过影响学生学习策略的运用间接影响学业成就，学习效能感与学习坚持性二者相互影响；(3)学习策略运用、学习效能感、学习坚持性对学业成就的影响效应依次为，学习效能感最大，学习策略运用其次，学习坚持性再次。

A Study of the Relationships Among Learning Strategy-Using, Self-Efficacy,Persistence and Academic Achievement in Middle School Students

This study aimed to examine the relationships among learning strategy-using, self-efficacy, persistence of learning and academic achievement by the Covariance Structures Modeling with 442 Ss of junior and senior school students. The results indicated that: (1) There was significantly positive correlation among learning strategy-using, self-efficacy, learning persistence and academic achievement. (2) Learning strategy-using and self-efficacy had direct influence on academic achievement, but learning persistence had indirect influence on academic achievement through learning strategy-using and self-efficacy. There was interaction between self-efficacy and learning persistence. (3) The total effects on academic achievement in order of importance were self-efficacy, learning strategy-using and learning persistence.