Tang Yun, Wang Xiaohan, Fang Yu, Li Jian
School of Psychology, Central China Normal University, Wuhan, China.
Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China.
Front Psychol. 2021 Dec 14;12:754370. doi: 10.3389/fpsyg.2021.754370. eCollection 2021.
Grounded in the self-determination theory and the metacognitive and affective model of self-regulated learning, this study investigated the longitudinal relationship of self-determined motivation as the antecedent and academic performance as the consequence of metacognitive knowledge (MK) in mathematics learning. Two waves of data were collected from senior high school students ( = 327) in the second semester in Grades 10 and 11. A longitudinal mediation model was analyzed using structural equation modeling. Results revealed that autonomous motivation was positively related to MK of competence-enhancing strategies and negatively related to MK of avoidance strategies. Furthermore, mathematics performance was positively predicted by MK of cognitive/metacognitive strategies and negatively predicted by MK of avoidance strategies. This study expands the understanding of MK and elaborates on the dynamics between MK, self-determined motivation, and mathematics performance. Especially, this study differentiates the MK of adaptive and maladaptive strategies and examines their motivational antecedents and academic effects. Our findings also suggest that autonomous motivation has longitudinal benefits on MK.
本研究基于自我决定理论以及自我调节学习的元认知与情感模型，探讨了在数学学习中，作为元认知知识（MK）前提的自我决定动机与作为结果的学业成绩之间的纵向关系。从10年级和11年级第二学期的高中生（n = 327）中收集了两波数据。使用结构方程模型分析了纵向中介模型。结果显示，自主动机与能力提升策略的元认知知识呈正相关，与回避策略的元认知知识呈负相关。此外，认知/元认知策略的元认知知识对数学成绩有正向预测作用，回避策略的元认知知识对数学成绩有负向预测作用。本研究扩展了对元认知知识的理解，并阐述了元认知知识、自我决定动机和数学成绩之间的动态关系。特别是，本研究区分了适应性和适应不良策略的元认知知识，并考察了它们的动机前提和学业效果。我们的研究结果还表明，自主动机对元认知知识有纵向益处。
