积极心理学在自我调节学习中的贡献：一项针对巴西本科生的研究。
Contributions of Positive Psychology in Self-Regulated Learning: A Study With Brazilian Undergraduate Students.
作者信息
Kaiser Vanessa, Reppold Caroline Tozzi, Hutz Claudio Simon, Almeida Leandro S
机构信息
Psychological Assessment Research Laboratory, Federal University of Health Sciences of Porto Alegre, Porto Alegre, Brazil.
Department of Psychology, Federal University of Rio Grande do Sul, Porto Alegre, Brazil.
出版信息
Front Psychol. 2020 Jan 28;10:2980. doi: 10.3389/fpsyg.2019.02980. eCollection 2019.
Self-regulated learning (SRL) is an important factor for academic success. The present study aimed to investigate the relationship between constructs typical of positive psychology (PP; self-esteem, self-efficacy, affects, life satisfaction, optimism, and hope) and SRL while indicating the explained variance of these constructs in an SRL model. The study comprised 1,046 undergraduate students from 63 public higher education institutions from all demographic regions of Brazil. Significant correlations ( < 0.01) were found between SRL and all PP variables. Moderate correlations were found with self-efficacy and positive affects. The linear regression analysis indicated that one model explains 41.9% of the variance in SRL. The data are discussed based on the potential of PP and SRL interventions to improve academic performance and student adaptation to higher education environments.
自我调节学习（SRL）是学业成功的一个重要因素。本研究旨在调查积极心理学（PP；自尊、自我效能感、情感、生活满意度、乐观主义和希望）的典型构念与自我调节学习之间的关系，同时指出这些构念在自我调节学习模型中的解释方差。该研究包括来自巴西所有人口区域63所公立高等教育机构的1046名本科生。研究发现自我调节学习与所有积极心理学变量之间存在显著相关性（<0.01）。与自我效能感和积极情感存在中等相关性。线性回归分析表明，一个模型解释了自我调节学习中41.9%的方差。基于积极心理学和自我调节学习干预在提高学业成绩和学生适应高等教育环境方面的潜力对数据进行了讨论。
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