Matthes Benjamin, Stoeger Heidrun
Chair for School Research, School Development, and Evaluation, Institute for Educational Science, Faculty of Human Sciences, Universität Regensburg, Regensburg, Germany.
Front Psychol. 2021 Jun 22;12:690271. doi: 10.3389/fpsyg.2021.690271. eCollection 2021.
Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how much students benefit from interventions on learning strategies is lacking. Therefore, we investigated in ecologically valid settings (regular classroom instruction) whether primary school students' ITs are related to their use of cognitive strategies (text reduction strategies based on identifying a text's main ideas) and metacognitive strategies, assessed with (a) typical self-report scales and (b) more behavior-proximal measures. We also investigated whether students' ITs predict how much they benefit from a previously evaluated 4-week intervention on cognitive and metacognitive strategies during regular classroom instruction (i.e., how much self-report scales and behavior-proximal measures for strategy use increase over the course of the intervention). Participants were 436 German primary school students (third and fourth graders). The data were analyzed using mixed linear regression analyses. Strength of students' incremental theory was positively related to metacognitive strategy use, but not cognitive strategy use, when measured with self-report scales. For behavior-proximal measures, strength of incremental theory was positively related to the effectiveness of students' cognitive strategy use and their extent of strategy monitoring (one of the two metacognitive strategies examined), but not to the quality of their goal setting (the second metacognitive strategy). Unexpectedly, students with a stronger incremental theory did not benefit more from the intervention.
尽管研究表明关于能力的内隐理论（ITs）与认知以及元认知学习策略的使用之间存在关联，但现有研究过度依赖宽泛的策略使用自我报告测量方法，且生态效度有限。此外，研究很少考察低年级学生，并且缺乏关于内隐理论以及学生从学习策略干预中获益程度的研究。因此，我们在生态效度较高的环境（常规课堂教学）中进行了调查，探究小学生的内隐理论是否与他们对认知策略（基于识别文本主要思想的文本缩减策略）和元认知策略的使用有关，分别通过（a）典型的自我报告量表和（b）更接近行为的测量方法进行评估。我们还研究了学生的内隐理论是否能够预测他们在常规课堂教学中从先前评估的为期4周的认知和元认知策略干预中获益的程度（即策略使用的自我报告量表和接近行为的测量方法在干预过程中增加了多少）。参与者为436名德国小学生（三年级和四年级）。数据采用混合线性回归分析进行分析。当用自我报告量表测量时，学生的增量理论强度与元认知策略的使用呈正相关，但与认知策略的使用无关。对于接近行为的测量方法，增量理论强度与学生认知策略使用的有效性及其策略监控程度（所考察的两种元认知策略之一）呈正相关，但与他们目标设定的质量（第二种元认知策略）无关。出乎意料的是，具有更强增量理论的学生并没有从干预中获益更多。
