Objective To explore the correlations among academic self-efficacy, time management disposition and self-regulated learning. Methods A total of 856 prospective preschool teachers were recruited to complete the academic self-efficacy questionnaire, time management disposition questionnaire, and self-regulated learning inventory. A mediation model of academic self-efficacy on action self-regulated learning by time management disposition was constructed and used to verify the correlation among these three indices. Results There were significant correlations between the three indices, and time management disposition exhibited a partial mediating effect on relationship among academic self-efficacy and self-regulated learning. Conclusion For normal university,
it is a need to help prospective preschool teachers to form a positive self-evaluation, elevate academic self-efficacy, and improve time management disposition, which may eventually enhance their self-regulated learning ability.
徐美玲,李 丹. 幼儿师范生学业自我效能感对自主学习的影响:时间管理倾向的中介作用[J]. 教育生物学杂志, 2020, 8(1): 69-.
XU Meiling, LI Dan. Impact of academic self-efficacy on self-regulated learning in prospective preschool teachers: mediating effect of time management disposition. JOURNAL OF BIO-EDUCATION, 2020, 8(1): 69-.