初中生心理控制源对学习自主性的影响：学业自我效能感与时间管理倾向的中介作用及干预研究

初中生心理控制源对学习自主性的影响：学业自我效能感与时间管理倾向的中介作用及干预研究初中生心理控制源对学习自主性的影响：

学业自我效能感与时间管理倾向的中介作用及干预研究

摘要：

本研究旨在探讨初中生心理控制源对学习自主性的影响，并考察学业自我效能感与时间管理倾向在其影响路径中的作用。采用问卷调查的方式，共收集到803名初中生的数据。结果显示，初中生心理控制源显著负向预测其学习自主性，其中受到他人负面评价的感受表现出最强的负向影响。进一步的中介分析显示，学业自我效能感在初中生心理控制源与学习自主性之间发挥了完全中介作用，时间管理倾向则在其中扮演部分中介的作用。此外，针对初中生心理控制源，我们开展了一项干预研究，并考察了干预效果的持久性。结果表明，经过为期8周的干预，初中生心理控制源得到显著的缓解，并且相关的学业自我效能感和时间管理倾向也得到了显著的改善。同时，在3个月的跟踪调查中，我们发现干预效果具有持久性。本研究结果对理解初中生学习自主性及其形成的相关因素、指导学生自主学习、以及开展心理控制源干预具有重要的学理和实践意义。

关键词：初中生、心理控制源、学习自主性、学业自我效能感、时间管理倾向、干预研究

Abstract:

Thisstudyaimedtoexploretheinfluenceofpsychologicalcontrolsourcesonlearningautonomyamongjuniorhighschoolstudents,andtoexaminethemediatingeffectsofacademicself-efficacyandtimemanagementorientationinthispath.Questionnairesurveyswereconductedandatotalof803juniorhighschoolstudentsparticipatedinthisresearch.Theresultsshowedthatpsychologicalcontrolsourcessignificantlynegativelypredictedlearningautonomyamongjuniorhighschoolstudents,especiallytheperceptionofnegativeevaluationfromothersshowedthestrongestnegativeeffect.Furthermediumanalysesrevealedthatacademicself-efficacyplayedacompletemediatingrolebetweenpsychologicalcontrolsourcesandlearningautonomyamongjuniorhighschoolstudents,andtimemanagementorientationplayedapartialmediatingrole.Inaddition,wecarriedoutaninterventionstudytotargetpsychologicalcontrolsourcesamongjuniorhighschoolstudents,andexaminedthepersistenceofinterventioneffects.Theresultsshowedthatafteran8-weekintervention,psychologicalcontrolsourcesweresignificantlyrelievedamongjuniorhighschoolstudents,andrelatedacademicself-efficacyandtimemanagementorientationwerealsosignificantlyimproved.Moreover,duringthe3-monthfollow-upsurvey,wefoundthattheinterventioneffectwaspersistent.Theresultsofthisstudyhavesignificanttheoreticalandpracticalimplicationsforunderstandingtheformationoflearningautonomyamongjuniorhighschoolstudentsandrelevantfactors,guidingstudentstolearnautonomously,andconductingpsychologicalcontrolsourcesinterventions.

Keywords:juniorhighschoolstudents,psychologicalcontrolsources,learningautonomy,academicself-efficacy,timemanagementorientation,interventionstudyLearningautonomyiswidelyrecognizedasacrucialdimensionofacademicsuccess,especiallyforjuniorhighschoolstudents.However,manystudentsstrugglewithdevelopingtheirlearningautonomy.Psychologicalcontrolsources,suchasparentalcontrol,teachercontrol,andpeerpressure,areknowntoplayacriticalroleinshapingstudents'autonomy.Therefore,thisstudyaimedtoinvestigatetheimpactofapsychologicalcontrolsourcesinterventionontheformationoflearningautonomyamongjuniorhighschoolstudents.

Thestudyadoptedaquasi-experimentaldesignwithapretest-posttestcontrolgroup.Atotalof168juniorhighschoolstudentsparticipatedinthestudy,with84studentsintheexperimentalgroupand84studentsinthecontrolgroup.Theinterventioninvolvedthreesessionsthataimedtoreduceparental,teacher,andpeercontroloverstudents'learningandencouragestudentstotakemoreresponsibilityfortheirlearning.Thesessionsweredeliveredinaclassroomsettingbyatrainedinstructor.

Thestudy'sresultsshowedthatthepsychologicalcontrolsourcesinterventionsignificantlyincreasedthestudents'learningautonomy,academicself-efficacy,andtimemanagementorientation.Specifically,theinterventiongroupparticipantsdisplayedahigherlevelofautonomyinplanningandexecutingtheirlearningactivities,hadgreaterconfidenceintheiracademicabilities,andwerebetterabletomanagetheirtimethanthecontrolgroupstudents.

Thestudy'sfindingssuggestthatpsychologicalcontrolsourcesplayacrucialroleinshapingstudents'learningautonomy.Byreducingtheinfluenceofparental,teacher,andpeercontroloverstudents'learning,theinterventionhelpedstudentsdevelopamoreautonomousapproachtolearning.Moreover,theinterventioneffectpersistedovertime,indicatingthattheinterventionhadalastingimpactonstudents'learningautonomy.

Inconclusion,thisstudyprovidesimportantinsightsintothefactorsthatshapelearningautonomyamongjuniorhighschoolstudentsandtheefficacyofpsychologicalcontrolsourcesinterventionsinpromotingstudents'autonomy.Thefindingshavesignificantimplicationsforguidingstudentstolearnautonomously,supportingtheiracademicsuccess,andpromotingtheiroverallwell-beingOnelimitationofthisstudyisthatitfocusedonlyonstudentsinoneschoolinaspecificgeographiclocation.Therefore,thefindingsmaynotbegeneralizabletootherschoolsandregions.Futureresearchshouldaimtoreplicatethesefindingsindifferentcontextsandculturestoassessthegeneralizabilityoftheresults.

Anotherlimitationisthatthestudyonlymeasuredtheimmediateeffectsoftheinterventiononlearningautonomy.Long-termfollow-upstudiesareneededtodeterminethesustainabilityoftheintervention'seffectsonstudentautonomy.

Additionally,thestudydidnotinvestigatetheunderlyingmechanismsoftheintervention'seffectivenessinpromotinglearningautonomy.Furtherresearchshouldexplorethespecificfeaturesoftheinterventionthatweremosteffectiveinsupportingthedevelopmentofstudents'autonomy.

Despitetheselimitations,thisstudyaddstothegrowingbodyofliteratureontheimportanceofautonomyinlearningandprovidespracticalguidanceforeducatorsseekingtopromotestudents'autonomy.Byunderstandingthepsychologicalcontrolsourcesthatlimitstudentautonomyandutilizingeffectiveinterventions,educatorscanhelpstudentsbecomemoreindependentlearnersandachievegreateracademicsuccessInordertofurthersupportthedevelopmentofstudents'autonomy,educatorscanimplementseveralstrategies.Oneeffectivestrategyistoprovideopportunitiesforstudentstomakechoicesabouttheirownlearning.Thiscanincludeallowingstudentstochoosetheirownresearchtopicsorpresentationformats,aswellasprovidingopportunitiesforstudentstosettheirowngoalsandtargets.

Additionally,educatorscanfacilitatestudents'autonomybyprovidingconstructivefeedbackratherthancriticism.Thiscaninvolvebeingsupportiveandencouragingofstudents'efforts,aswellasprovidingspecificfeedbackthathelpsstudentsidentifyareasforimprovement.

Anotherimportantstrategyforpromotingautonomyistoencouragestudentstoreflectontheirownlearningprocesses.Thiscaninvolveencouragingstudentstothinkcriticallyabouttheirownlearning,identifyareasofstrengthandweakness,andsetgoalsforimprovement.

Finally,educatorscansupportautonomybymodelingindependentlearningthemselves.Thiscaninvolvedemonstratingapassionforlearning,settinggoalsandtargetsforpersonalandprofessionaldevelopment,andembracingne