课堂成就目标定向、任务难度、学业水平与元认知监控策略运用

以217名高中生为被试，采用计算机监控的活动操作法，探讨课堂成就目标定向、任务难度对不同学业水平学生元认知监控策略运用的影响。结果表明：（1）课堂掌握目标定向下均比在课堂成绩目标定向下更多地运用元认知监控策略；（2）高学业学生在较难任务上比较易任务上更多地运用元认知监控策略；低学业学生，在课堂掌握目标定向下．在较难任务上比较易任务上更多地使用元认知监控策略；在课堂成绩目标定向下，与课堂掌握目标定向情形相反；（3）临场动机中的自我效能感、目标方向、努力程度在课堂成就目标定向、任务难度对元认知监控策略的影响中具有中介作用。

The Influence of Classroom Achievement Goal Orientation, Task Difficulty and Grade on the Application of Metacognitive Monitoring Strategies

217 high school students participated in this study.The aim of the study was to examine the influence of classroom achievement goal orientation and task difficulty and grade on the application of metacognitive monitoring strategy via on-line motivation.The result is that :(1)Under the mastery achievement goal orientation,students apply more metacognitive monitoring strategies than under the performance achievement goal orientation.(2)There is difference in the application of metacognitive monitoring strategy between high grade students and low grade students.(3)Classroom achievement goal orientation and task difficulty and grade have influence on the application of metacognitive monitoring strategies via on-line motivation.