【作者基本信息】 华东师范大学， 发展与教育心理学， 2018， 硕士
【Abstract】 In our daily life,people differ in predicating their performance,when one is likely to be accurate in predication,and when one is likely to be in error.In recent years,many western researchers are interested in studying the status quo of predicating performance in adolescents with and without learning disability.While at hone,few studies focus on the status quo of predicating performance.Let alone in junior high school students.In addition,the internal factors and its influence on performance predication are still unknown.This research applied experiment and questionnaire method to study the the status quo of performance predication,and its internal affecting factors.An invention study also applied among the adolescents with learning disability.In Study 1,we explored these predictions with three tests.A mathematical computation test has been used to measure their performance predication on academic task and the rope skipping task to measure their performance predication on non-academic task.The visual memory task has been used as an unfamiliar task to test the the status quo of predicating performance on unfamiliar task.In study 2,the questionnaire method has been used to explore the internal factors of performance predication,such as metacognitive awareness,academic self-efficacy,achievement motivation and hope.Based on the findings of study 1 and study 2,an intervention method has been applied to improving the accuracy of performance predication.The main findings of this dissertation are as follows:(1)There were significant differences in the performance predication between the junior high school students with and without learning disability.(2)The individuals’ metacognition,academic self-efficacy,achievement motivation and hope would affect their performance predication.(3)According to improving these individuals with learning disability to know more about the task demand and their capability,they would be more accurately predicate their performance.
【Key words】 performance predication； junior high school students； learning disabilities； the implicit factors； intervention study；
- 【网络出版投稿人】 华东师范大学