认识论信念、课堂认知闭合需要和高中生学习策略的关系认识论信念、课堂认知闭合需要和高中生学习策略的关系.pdf

Advances in Psychology 心理学进展, 2014, 4, 788-798 Published Online November 2014 in Hans. /journal/ap /10.12677/ap.2014.46103 The Relationship of Epistemological Beliefs, Need for Closure in Classroom, and Learning Strategies among Chinese High School Students Ping Chen, Chen Chen School of Psychology, Nanjing Normal University, Nanjing Email: chenchen@ nd th st Received: Sep. 22 , 2014; revised: Oct. 9 , 2014; accepted: Oct. 21 , 2014 Copyright © 2014 by authors and Hans Publishers Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). /licenses/by/4.0/ Abstract This study aimed to investigate the relationship of epistemological beliefs, need for closure in classroom, and learning strategies by using questionnaire among 213 Chinese high school stu- dents. Research results demonstrated that the stability of knowledge significantly and positively predicted deep learning strategy, whereas omniscient authority significantly and negatively pre- dicted deep learning strategy. Furthermore, preference for structure significantly and positively predicted both surface and deep learning strategies, whereas preference for certainty significantly and negatively predicted deep learning strategy. In addition, the structure and stability of know- ledge were found to predict both deep and surface learning strategies indirectly through prefe- rence for structure, and structure of knowledge predicted deep learning strategy indirectly through preference for certainty. Keywords Epistemological Beliefs, Need for Closure in Classroom, Learning Strategies, High School Students 认识论信念、课堂认知闭合需要和