Hector Research Institute of Education Sciences and Psychology, University of Tubingen.
Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna.
Dev Psychol. 2023 Jul;59(7):1327-1345. doi: 10.1037/dev0001537. Epub 2023 May 8.
Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in terms of autonomy support and achievement pressure, and academic achievement is very limited. The present multilevel longitudinal analysis focusing on the domain of mathematics ( = 1,542 German adolescents; annual assessments from Grades 5 to 9; mean age at Grade 5 = 11.79 years, = 0.71, 51.75% female) addressed these gaps. Results from multilevel latent basic growth curve models showed that self- and externally regulated learning decreased over the 5 years at both the individual student and the class level. Changes in self- and externally regulated learning were linked: Classes with higher levels of self-regulated learning at Grade 5 showed a stronger decrease in externally regulated learning over time. Initial levels of and changes in student-reported teacher and parental autonomy support and achievement pressure were associated with self- and externally regulated learning at the individual student level; student-reported teacher autonomy support and self-regulated learning were also linked at the class level. Self-regulated learning related positively to standardized achievement test scores but not to adolescents' grades. This study adds to the scarce evidence base on different regulatory forms of adolescents' learning and can inform future research on adolescents' positive development and educational practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
自我调节和外部调节对于理解青少年在学校的学习和积极发展都是至关重要的。然而，关于青少年自我调节学习和外部调节学习在青春期的共同发展的证据是缺乏的。此外，目前关于青少年自我调节学习、外部调节学习、教师和家长在自主性支持和成就压力方面的行为的发展之间的相互关系以及学业成绩的知识非常有限。本多层次纵向分析侧重于数学领域（= 1542 名德国青少年；从五年级到九年级的年度评估；五年级的平均年龄为 11.79 岁，= 0.71，51.75%为女性），旨在弥补这些差距。多层次潜在基本增长曲线模型的结果表明，自我调节和外部调节学习在个人学生和班级层面上都在五年内下降。自我调节和外部调节学习的变化是相互关联的：五年级自我调节学习水平较高的班级，随着时间的推移，外部调节学习的下降幅度更大。学生报告的教师和家长自主性支持和成就压力的初始水平和变化与个人学生层面的自我调节和外部调节学习有关；学生报告的教师自主性支持和自我调节学习也在班级层面上有关联。自我调节学习与标准化成就测试成绩呈正相关，但与青少年的成绩无关。本研究增加了关于青少年学习不同调节形式的稀缺证据基础，并为未来关于青少年积极发展和教育实践的研究提供了信息。
