Research On Meta-cognitive Ability And Perceived Academic Self-efficacy Of College Student In Physics Major

The meta-cognitive ability of college student is a kind of ability, by which collegestudent can perceive, understand, supervise, manage and control his/her thoughtprocess and cognitive activities. It includes four dimensions, which are meta-cognitiveplanning, meta-cognitive monitoring, meta-cognitive regulating, meta-cognitiveevaluating. The perceived academic self-efficacy of college students are their faith fortheir own learning ability, including the evaluation of the degree of self-confidence toaccomplish the learning task by themselves, as well as the subjective judgment for thelearning method to achieve learning goals. The perceived academic self-efficacy iscomposed of two factors, which are study ability self-efficacy and study behaviorself-efficacy. At present, there are many researches on meta-cognitive ability andperceived academic self-efficacy, most for children, the primary and middle schoolstudent, little for college student, and the relationship researches betweenmeta-cognitive ability and perceived academic self-efficacy of college student are less.Therefore, this paper based on this, referred to related domestic and internationaldocuments, discussed college student's meta-cognitive ability and perceived academicself-efficacy, and then investigated the general levels of meta-cognitive ability andperceived academic self-efficacy of300physics major college students in Chongqingnormal university, and analyzed their relationship, put forward suggestions to improvecollege student's meta-cognitive ability and perceived academic self-efficacy. The mainresults of this thesis were as follows:(1) The overall levels of physics major college student's meta-cognitive abilityand perceived academic self-efficacy were above average. A lot of individualdifference existed in the meta-cognitive ability and perceived academic self-efficacy offreshman.(2) Except meta-cognitive monitoring, the ability of meta-cognitive planning,meta-cognitive regulating, meta-cognitive evaluating and the total score on gender hada significant difference, male student was significantly higher than female student; twodimensions of perceived academic self-efficacy and the total score of male studentsignificantly preceded the ones of female student.(3) Four dimensions and the total score of meta-cognitive ability, as well as studyability self-efficacy and the total score did not have a difference on subjects, but studybehavior self-efficacy had a difference on subjects, study behavior self-efficacy ofscience normal student was significantly higher than that of engineering electronicinformation science and technology student.(4) Except meta-cognitive regulating, the ability of meta-cognitive planning, meta-cognitive monitoring, meta-cognitive evaluating and the total score on gradesdidn't have a significant difference, the ability of meta-cognitive regulating of seniorwas significantly higher than that of sophomore and junior; two dimensions ofperceived academic self-efficacy on grades didn't have a significant difference, but thetotal score on grades had a significant difference, senior significantly higher thansophomore.(5) Every dimension and their total scores of meta-cognitive ability and perceivedacademic self-efficacy had a significant gender and grades interaction effects, theirtotal scores of male freshmen were even highest, significantly higher than malesophomore and junior, and the total score of meta-cognitive ability of female freshmanwas even lowest, the total score of perceived academic self-efficacy of femalesophomore was even lowest.(6) Meta-cognitive ability had an extremely significant positive correlation withperceived academic self-efficacy, two dimensions and the total score of perceivedacademic self-efficacy had an extremely significant difference on three groups of thetotal score of meta-cognitive ability, of which the significant difference existedbetween any two groups. The higher the total score of meta-cognitive ability, the betterperceived academic self-efficacy.(7) Meta-cognitive ability could positively predict perceived academicself-efficacy.