CAJ | 학술논문

目的：探讨自我调节学习在小学高年级学生父母教育卷入及学习成绩的中介作用。方法：采用分层整群抽样法，在山东省聊城市两所普通小学的四、五、六年级中抽取6个班级的学生及其家长作为被试进行集体施测。对小学高年级学生家长发放《小学生父母教育卷入行为问卷（父母回答版）》965份，有效问卷813份，对学生发放《自我调节学习量表（中文版）》821份，筛选有效问卷632份，最后收集学生的期中考试语文及数学成绩作为学业成绩。结果：小学生的自我调节学习及父母教育卷入对学习成绩均有良好的预测作用，同时，自我效能感及考试焦虑在亲子沟通及学习成绩间起特定中介作用。
목적：탐토자아조절학습재소학고년급학생부모교육권입급학습성적적중개작용。방법：채용분층정군추양법，재산동성료성시량소보통소학적사、오、륙년급중추취6개반급적학생급기가장작위피시진행집체시측。대소학고년급학생가장발방《소학생부모교육권입행위문권（부모회답판）》965빈，유효문권813빈，대학생발방《자아조절학습량표（중문판）》821빈，사선유효문권632빈，최후수집학생적기중고시어문급수학성적작위학업성적。결과：소학생적자아조절학습급부모교육권입대학습성적균유량호적예측작용，동시，자아효능감급고시초필재친자구통급학습성적간기특정중개작용。
Objective:To investigate the mediation effect of self‐regulating learning in parent involve‐ment and academic achievement in higher elementary school students .Method:We select students in 6 classes and their parents as our subjects using stratified cluster sampling method through four‐six grade in two ordinary primary school in Liaocheng ,Shandong .Parent involvement questionnaire were admin‐istered to 965 parents ,813 scales were valid .At the same time ,Motivated Strategies for Learning Questionnaire (MSLQ) were send to 821 students ,632 scales were valid .At last we collected the scores of language and math in Midterm Exam as their academic achievement .Result :Self‐regulated learning and parent involvement in higher elementary school students both have a good predictive effect on aca‐demic achievement .At the same time ,self‐efficacy and test anxiety play a partial mediation effect be‐tween parent‐child communication and academic achievement .