摘要
如何激发学习动机是当前教育工作者、心理学研究者都很关注的一个问题。干预动机变量已经被证明是一种可行的方法,我们认为,认知干预也是激发学习动机的一种有效途径。为了检验这一假设,本研究对47名初二学生进行为期三周的数学元认知训练。差异显著性检验表明,在元认知训练中,被试的动机和元认知都有一定改善;路径分析进一步表明,元认知的改善导致了动机的改善。这一结论为动机激发这一现实问题提供了一条新思路,并且使我们对于元认知与动机的关系形成了更为全面的认识。
The arousing of learning motivation was an important problem in which not only the researchers but also the teachers were interested. Motivational variable intervening was proved ,to be an effective solution, such as attributional retraining and goal-orientation training. We hypothesized that cognitive variable intervening was also a probable solution. In order to test the hypothesis, a 3-week metacognirive training was given to 47 7th-grade students, and other 53 7th-grade students served as control subjects. Independent sample T-Test suggested that through metacognitive training, the subjects showed improvement in both metaeognition and motivation； and path analysis revealed that the improvement of motivation was caused by the improvement of metaeognition. The present study provideds us with a new solution for motivation-arousing in teaching practice, and enables us to deeply understand the relationship between motivation and metacognition.
出处
《心理科学》
CSSCI
CSCD
北大核心
2005年第4期881-884,共4页
Journal of Psychological Science
基金
国家攀登计划项目(95-专-09)
北京市发展与教育心理重点学科项目(京教研[2002]12号)
北京市学习与认知重点实验室研究成果项目
