| 教师关心、自我调节学习与学业成就的关系 |
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| 引用本文： | 迟毓凯,周国韬.教师关心、自我调节学习与学业成就的关系[J].广东教育学院学报,2003,23(4):47-51. |
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| 作者姓名： | 迟毓凯 周国韬 |
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| 作者单位： | [1]广东教育学院教育系，广东广州510310 [2]东北师范大学心理学系，吉林长春130024 |
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| 摘 要： | 以227名初中生为被试，考察了他们心目中“关心型”教师的主要特征，以及知觉到的教师关心、自我调节学习与学业成就的关系。结果发现：初中生认为一个关心学生的教师应该在有效教学、民主管理、学习指导和生活关心几个方面有所表现；初中生知觉到的教师关心、学习策略、效能感与学业成就的相关显，其中自我效能感是影响学业成就的重要因素。
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| 关 键 词： | 中学 教师职能 师生关系 民主管理 学习指导 生活关心 自我调节学习 教育心理学 |
| 文章编号： | 1007-8754(2003)04-0047-05 |
| 修稿时间： | 2003年9月12日 |
The Effects of Perceived Pedagogical Caring and Self-regulate Learning on Academic Achievement |
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| CHI Yu-kai,ZHOU Guo-tao.The Effects of Perceived Pedagogical Caring and Self-regulate Learning on Academic Achievement[J].Journal of Guangdong Education Institute,2003,23(4):47-51. |
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| Authors: | CHI Yu-kai ZHOU Guo-tao |
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| Institution: | CHI Yu-kai~1,ZHOU Guo-tao~2 |
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| Abstract: | A sample of 227 junior high school students were asked to describe how they characterize a caring teacher. Then we examined the students' perceptions in relation to their self-regulated learning and academic achievement. The results revealed:1) The students described their understanding of the teacher's care as (a) providing teaching effectively; (b) demonstrating democratic interaction styles; (c) giving students individually guidance when they study and (d) taking care of every student's life. 2) Academic achievement was positively related to pedagogical caring, strategies using, and self-efficacy. 3) Regression analyses revealed that only self-efficacy was a predictor of performance. |
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| Keywords: | pedagogical caring learning strategy self-efficacy academic achievement |
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