CAJ | 학술논문

采用镶嵌图形测验、中学生学习方式量表、学习过程问卷中的学习动机分问卷，从新疆各地选取453名初中学生为被试，探讨新疆初中生认知风格、学习动机、学习策略和学业成绩的关系。结果表明：（1）认知风格、学习动机和学习策略与学业成绩之间有着显著的相关；（2）认知风格、学习动机和学习策略均对学业成绩有显著预测作用；（3）从路径分析来看，学习策略与学业成绩是直接的：学习动机与学习策略是间接的；认知风格与学业成绩有直接和间接两条路径。因此学习策略在认知风格、学习动机对学业成绩的影响中起中介作用。
채용양감도형측험、중학생학습방식량표、학습과정문권중적학습동궤분문권，종신강각지선취453명초중학생위피시，탐토신강초중생인지풍격、학습동궤、학습책략화학업성적적관계。결과표명：（1）인지풍격、학습동궤화학습책략여학업성적지간유착현저적상관；（2）인지풍격、학습동궤화학습책략균대학업성적유현저예측작용；（3）종로경분석래간，학습책략여학업성적시직접적：학습동궤여학습책략시간접적；인지풍격여학업성적유직접화간접량조로경。인차학습책략재인지풍격、학습동궤대학업성적적영향중기중개작용。
416 junior students were examined the and leaning strategies based on their school-work relationship between cognitive styles, learning motivations achievement of junior students in Xinjiang. The results showed that： There were correlation relations among students＇ source, learning strategy, cognitive style, study motivation, learning strategy and school-work achievement. Junior students＇ cognitive style, learning motivations and learning strategy all influenced their school-work achievement. Junior students＇ cognitive style, learning motivations and learning strategy influenced their school-work achievement directly. Students＇ cognitive styles influenced their school-work achievement indirectly through learning strategy. Cognitive style influenced school-work achievement through learning motivations. Learning strategy might be a mediating variable between cognitive Style, learning motivations and their school-work achievement.