摘    要：学业自我效能感和自我调节学习的关系近年来受到广泛关注，但是小学生作为被试却十分鲜见。鉴于课堂是小学生学习的重要场所，本文就小学课堂中学生学业自我效能感和自我调节学习的性别、年级、课堂环节的差异分析两者现状特点及两者关系，主要结论如下：

1.小学课堂中女生的学业自我效能感和自我调节学习能力高于男生。

2.小学课堂中学生学业自我效能感随年级升高呈先下降后上升的趋势，小学课堂中学生自我调节学习能力随年级上升而提高。

3.小学生的课堂学业自我效能感在整体课堂中最高，在课堂练习中最低；小学生的课堂自我调节学习能力在课堂阅读中最高，在整体课堂中最低。

4.小学课堂中学生的学业自我效能感与自我调节学习具有正相关性，二者相互影响、相互提升。

此外，本文还就提高小学生在课堂中的学习自我效能感提出了榜样教育、多种评价相结合、任务难度适中的建议，就提高小学生在课堂中的自我调节学习能力提出了端正学习观、确保学生主体地位、充分利用学习资源的建议。

The relationship between academic self-efficacy and self-regulated learning has attracted wide attention in recent years, but pupils are seldom seen as subjects. As the classroom is an important place for primary school students to study, this paper analyzes the differences in the academic self-efficacy of middle school students and the differences of gender, grade and class in self-regulated learning. The main conclusions are as follows:

1., girls' academic self-efficacy and self-regulated learning ability are higher than boys in primary school classroom.

2. primary school students' academic self-efficacy gradually decreased and then increased with the increase of grade, and the self-regulated learning ability of middle school students increased with the grade.

3. primary school students' classroom academic self-efficacy is the highest in the whole class, the lowest in the classroom practice; the pupils' self-regulated learning ability is the highest in class reading, and the lowest in the whole class.

4., there is a positive correlation between academic self-efficacy and self-regulated learning in primary school classroom, and the two factors influence each other and enhance each other.

In addition, this paper also puts forward some suggestions on improving primary school students' sense of self-efficacy in class, combining model education, multiple evaluation, and moderate task difficulty. It puts forward some suggestions on improving primary school students' self-regulated learning ability in the classroom, ensuring students' main position and making full use of learning resources.  

关键词：课堂； 学业自我效能感； 自我调节学习；关系

Keyword: class；academic Self-efficacy；Self-regulated Learning；relationship

目    录

一、绪论 6

（一） 选题背景 6

（二） 研究意义 6

（三）相关概念界定 7

1.学业自我效能感 7

2.自我调节学习 7

（四）研究综述 7

1.关于学业自我效能感的研究 7

2.关于自我调节学习的研究 8

3.关于学业自我效能感和的调节学习的关系研究 8

二、研究过程与方法 9

（一）文献研究法 9

（二）问卷调查法 9

1.问卷设计 9

2.调查对象 10

三、调查结果 10

（一） 小学课堂中学生学业自我效能感和自我调节学习总体水平高 10

（二）小学女生在课堂上的学业自我效能感和自我调节学习高于男生 11

（三）小学生在课堂上的学业自我效能感和自我调节学习的年级差异 12

1.小学课堂中学生学业自我效能感和自我调节学习的年级差异显著 12

2. 小学课堂中学生学习能力自我效能感随年级升高呈“高-低-高”的趋势 13