作　　者： ;

机构地区： 深圳大学师范学院

出　　处： 《心理学报》 2005年第4期491-496,共6页

摘　　要： 采用问卷法,从自我调控学习的角度对208名初中学生学业延迟满足进行研究。研究发现不同目标取向对学业延迟满足有不同影响,任务取向对学业延迟满足有积极影响,趋向型自我取向对学业延迟满足有负面作用。学业延迟满足作为一种自我调控能力,能够预测学生在学习过程中元认知策略的运用情况,但对学业成绩无显著影响。 This study investigated academic delay of gratification from a perspective of self-regulated learning. 208 middle school students responded to a questionnaire. The results showed different goal orientation had different influence on academic delay of gratification, task orientation could positively predict academic delay of gratification, while ego-approach orientation had negative effect on it. Academic delay of gratification could predict metacognition strategies, but had no relation to academic achievement.

关 键 词： 学业延迟满足 自我调控 目标取向 学业成绩

领　　域： [哲学宗教] [哲学宗教]