高效率数学学习高中生数学成绩的影响路径

为探究高效率数学学习高中生的数学学习成绩的影响因素的不同作用效果,以及这些影响因素间存在的作用路径,通过目标抽样,选取102名高中生为被试开展调查研究。通过数据分析,并依托AMOS软件的模型界定搜寻功能进行路径分析,获得研究结论：（1）数学元认知、数学非智力因素、智力因素、数学学习策略和数学素养这5个变量对高效率数学学习高中生的数学学习成绩的作用效果值依次递减。（2）5个变量通过两条主要路径影响高效率数学学习高中生的数学学习成绩,一是智力因素与数学素养构成的影响路径,二是数学元认知、数学非智力因素以及数学学习策略构成的影响路径。     

简式元认知问卷中文版的心理计量学特性

以大学生为被试,考察简式元认知问卷(BQM)在中国文化背景下的心理计量学特性。采用探索性和验证性因素分析方法对BQM的结构效度进行交叉检验,结果支持了元记忆和元注意的双因子结构; 问卷及其因子的内部一致性和重测信度良好; 项目分析的结果显示,问卷的条目具有良好的分数分布、区分度和内部一致性; BQM分数与负性情绪、执行功能和睡眠质量的关联性也为效标关联效度提供了支持性证据。上述结果表明BQM中文版具有良好的心理计量学特性,可作为青年群体元认知水平的测量工具。     

《儿童元认知问卷》的编制与修订

通过对现有元认知概念体系的分析与整合,初步确立《儿童元认知问卷》的六个基本维度:自我认知、动机信念、策略、计划、监控、调节。以此为基础编制原始问卷,对小学四~六年级学生取样测试。结果表明:修订后的问卷各题目在对应潜变量上有较高的负荷,数据与理论模型拟合良好,问卷具有较好的信度和效度。     

初中生的数学估计能力及其与元认知监控的关系

抽取济南市四所中学初一至初三年级547名学生为被试,采用自行设计的数学估计任务和元认知状态问卷(SMI),考察了初中生数学估计能力的现状及其与元认知监控的关系。结果表明:初中生的估计能力总体较差,未显示出稳定的性别差异。元认知监控的四个维度与数学估计表现均存在显著的正相关。从元认知监控对估计成绩的回归分析来看,自我意识可以显著正向预测估计整体表现。其中,计划可以正向预测估数和估算成绩,自我意识可以正向预测估测和估算成绩。文章特别讨论了数学估计与元认知加工之间的具体联系。     

初中生数学元认知的发展轨迹：两年半追踪研究

采用问卷法对101名初中生在两年半间数学元认知的发展状况进行5次测试。利用潜类别增长模型等探讨初中生数学元认知的发展轨迹,并考察性别对数学元认知的影响。结果发现：(1)初中生数学元认知及各成分在初二表现出下降趋势。(2)初中生数学元认知的发展表现出三种类型,即高-缓慢下降组(32.67%)、中-显著下降组(54.46%)以及低-缓慢下降组(12.87%)。(3)与女生相比,男生有着更多的数学元认知知识和更高的数学元认知初始水平,且与低-缓慢下降组相比,男生比女生更有可能属于高-缓慢下降组。     

广东省城乡初中生元认知水平比较研究

研究采用自编问卷和访谈法对城乡初中生进行元认知水平的对比研究,结果表明：1）城乡初中生元认知水平总体差异显著,农村初中生的元认知水平总体低于城市初中生的元认知水平。2）城乡初中生在认知前元认知体验和认知中元认知知识维度上差异显著。认知前元认知知识、认知中元认知体验、认知后元认知知识、认知后元认知体验之间无显著性差异。建议加强教师和学生元认知训练,提高学生元认知水平。     

乡镇小学生的数学焦虑与数学成绩:数学自我效能感和数学元认知的链式中介作用

采用儿童数学焦虑量表、小学生数学学习自我效能感量表和小学生数学元认知问卷,对508名乡镇中、高年级小学生进行测量,并运用结构方程模型探讨数学焦虑影响数学成绩的内在作用机制。结果发现：（1）数学焦虑显著负向预测数学自我效能感、数学元认知和数学成绩,数学自我效能感显著正向预测数学元认知和数学成绩,数学元认知显著正向预测数学成绩;（2）在数学焦虑对数学成绩的预测中,数学自我效能感和数学元认知均发挥了部分中介作用;（3）数学自我效能感和数学元认知在数学焦虑和数学成绩之间起链式多重中介的作用。因此,数学焦虑除了直接作用于小学生的数学成绩,还可通过数学自我效能感或数学元认知间接影响数学成绩,而且可通过数学自我效能感进而通过数学元认知间接影响数学成绩。文章讨论了上述发现的理论及教育实践含义。     

小学儿童合取概念的形成及其与元认知的关系

采用个别访谈与问卷相结合的方法．研究了小学四、五、六年级共48名儿童合取概念的形成及其元认知的发展。结果表明．小学儿童形成合取概念的能力发展既具有渐进性,又有不均衡性;其元认知知识水平和元认知监控能力的发展均呈现出稳中有变的趋势;各年级的元认知能力与形成合取概念的步数之间均存在非常显著的相关。     

元认知在画图表征策略和小学生数学问题解决能力中的中介作用

该研究采用自然实验和问卷调查法,对268名小学五年级学生进行画图表征策略训练,在此基础上根据策略学习情况筛选出掌握了该策略的218名学生,以这些学生为被试,探讨元认知在画图表征策略和小学生数学问题解决能力中的作用。结果表明:(1)策略学习后,小学生的画图表征策略水平和数学问题解决成绩均显著高于策略学习前。(2)画图表征策略通过元认知这一中介变量对小学生数学问题解决能力有显著的促进作用。     

大学生网络学习行为偏好、网络元认知与网络成瘾的关系研究

网络是大学生获取信息的重要方式,大学生对网络的认识水平,应用技能及自控能力会影响其上网行为,进而影响其学习和生活。本研究自编大学生网络元认知量表、网络学习行为调查问卷并应用网络成瘾诊断量表调查大学生网络学习行为偏好、网络元认知和网络成瘾的现状,并进一步分析网络元认知与网络成瘾等相关因素的关系。结果表明：大学生网络行为总体健康良好;大学生网络花费时间存在性别差异和时间段差异;大学生网络元认知水平分布呈正偏态,大学生网络元认知水平不存在性别差异,年级差异及专业差异;大学生网络成瘾比例较低,大学生网络成瘾性别差异显著;网络成瘾与网络元认知得分呈负相关。     

大学生元认知特点与非智力因素关系的研究

研究考察大学生元认知各成份特点与学生学习动机、坚持性、学习方法等非智力因素之间的相互关系。研究表明学生元认知各成份之间的发展并不均衡,元认知的监控能力较薄弱。在元认知整体水平上存在性别差异。元认知的发展水平与非智力因素之间存在着正相关。     

小学儿童数学态度与数学成就的纵向联系：学业拖延和数学元认知的作用

为深入探讨小学儿童的数学态度、学业拖延、数学元认知与数学成就之间的纵向联系及内在作用机制,对515名三、五年级小学生进行为期半年的追踪研究。结果表明:(1)学业拖延在儿童的数学态度与数学成就之间发挥着即时和纵向中介作用;(2)不同水平数学元认知个体在纵向中介模型中“数学态度→数学成就”这一路径上存在差异。这意味着较积极的数学态度有利于减少小学儿童的学业拖延行为,进而提高其数学成就,而高数学元认知则能够监控和调节个体的数学态度,使其发挥积极作用,从而提高数学成就。该发现为有效促进儿童的数学学习提供了重要实践启示。     

Examining the validity of scores from an instrument designed to measure metacognition of problem solving

The authors' purpose in this study was to gather evidence on the validity of scores on an instrument designed to evaluate levels of metacognition in problem solving--Swanson's 15-item metacognition questionnaire (1990, 1993). Forty-three participants took part in this study: 21 professors and 22 graduate students from several Western and Midwestern campuses in the fields of psychology and educational psychology. A Kendall Coefficient of concordance (W) was performed to determine the consistency of ranked responses for professors, students, and both groups combined, and to determine whether their responses matched those of the scoring key for the instrument we studied. This analysis indicated problems for some of the responses to this instrument, as demonstrated through the ranking task developed in this study. Many of the professors disagreed with the ranking of the responses suggested by Swanson. There is certainly a need for more instruments to validly measure metacognition. This instrument is one that, with some modification, might be used more in research on metacognition.     

The Moral Metacognition Scale: Development and Validation

Scholars have advocated for the inclusion of metacognition (i.e., the extent to which one thinks about one’s thinking) in our understanding of the ethical decision making process and in support of moral learning. An instrument to measure metacognition as a domain-specific capacity related to ethical decision making (i.e. moral metacognition) is not found in the current literature. This research describes the development and validation of the 20-item Moral Metacognition Scale (MMS). Psychometric properties of the scale were assessed by exploration (Study 1) and confirmation (Study 2) of the factor structure, and the demonstration of convergent (Studies 3 and 4), discriminant (Studies 3 and 4), and predictive (Study 4) validity. Moral metacognition, as measured by the MMS, was significantly correlated with ethical awareness and ethical judgment. Limitations of our research, suggestions for future exploration, and practical implications are discussed.     

忘我问卷的编制及其信效度检验

通过文献分析和访谈,阐明忘我的概念与结构,并编制了忘我问卷。采用现场发放和网络问卷的方式对607名被试进行忘我问卷的初测。接着,对357名被试施测正式问卷,进行信度、效度检验。探索性因素分析显示,忘我问卷由3个因子构成; 验证性因素分析表明该量表拟合良好(RMSEA=0.07,NFI=0.95,CFI=0.95,GFI=0.92,AGFI=0.89)。问卷总体一致性系数为0.89,3个因子的内部一致性系数在0.84-0.88之间。问卷总体得分与效标问卷特质焦虑得分呈负相关(-0.51),与安适幸福感、正念觉知的得分呈正相关(分别为0.36、0.31)。忘我问卷具有良好的信度和效度,可在后续的相关研究和实践中作为测量问卷或评估工具使用。     

Parental Empowerment: Construct Validity and Reliability of a Dutch Empowerment Questionnaire (EMPO)

In this study, the construct validity and reliability of the Empowerment questionnaire (EMPO) that was developed in Dutch youth care was examined. The 12-item EMPO focuses on measuring parental empowerment in raising their children. The three components of psychological empowerment (intrapersonal, interactional, and behavioral) form the rationale for the EMPO. Non-clinical (n?=?673) and clinical (n?=?1,212) data were used. Construct validity was tested by the factorial structure, measurement invariance, correlations with other instruments (PSQ-S and SDQ), and empowerment differences between the two groups. Reliability was determined by testing the internal consistency and test-retest reliability. The results show that the factorial validity of the EMPO was sufficient to good, the EMPO was measurement invariant for various subgroups, and the EMPO scales were negatively correlated with parenting stress (PSQ-S) and child behavioral problems scales (SDQ). Furthermore, the clinical group was less empowered, and the correlation between parental empowerment and child behavioral problems was stronger in this group. In addition, both groups of parents had relatively high scores on the interactional component. In the clinical group, however, parental scores on the interactional component were less correlated with scores on the intrapersonal and behavioral components. Finally, reliability analyses showed a largely sufficient to good internal consistency and test-retest reliability. The EMPO seems to be an instrument with sufficient to good construct validity and reliability. Further research is recommended regarding the underlying assumptions, other aspects of validity, representativeness, and the way it should be used as a tool by professionals for supporting parental empowerment.     

Assessing metacognitive skills in waking and sleep: a psychometric analysis of the Metacognitive, Affective, Cognitive Experience (MACE) questionnaire

The Metacognitive, Affective, Cognitive Experience (MACE) questionnaire was designed to assess metacognition across sleep and waking (Kahan & LaBerge, 1996). The present research evaluates the psychometric properties of the MACE. Data from two recent studies (N=185) were used to assess the inter-item consistency, test-retest reliability, and factorial, convergent, and discriminant validity of the MACE. Results show that the MACE is a reliable measure with good construct validity. Exploratory factor analyses revealed one self-regulation and two monitoring factors. One monitoring factor emphasized monitoring internal conditions; the other emphasized monitoring external conditions. This factor structure is consistent with the Metacognitive Model (Nelson & Narens, 1990). Tests of convergent and discriminant validity suggest that the MACE is assessing metacognition and is appropriately related to similar constructs such as mindfulness and self-consciousness. The implication of these findings as well as suggestions for research and clinical applications of the MACE are discussed.