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目的探讨女大学生社会支持、元认知策略和自我效能感之间的关系。方法采用社会支持量表、元认知策略问卷和一般自我效能量表对355名大学生的社会支持、元认知策略和一般自我效能感进行了测量。结果1女大学生自我效能存在显著专业差异(P<0.01);2社会支持、元认知策略和自我效能3个变量间存在显著相关(P<0.05);3在控制了人口学变量后,评价策略对自我效能有良好的预测能力;4自我效能在社会支持对元认知策略的影响上起到了中介作用。结论自我效能是影响大学生社会支持和元认知策略的重要因素。
Objective To explore the relationship between female college students’ social support, metacognitive strategies and self-efficacy. Methods The social support, metacognitive strategies and general self-efficacy of 355 college students were measured by using social support questionnaire, metacognitive strategy questionnaire and general self-efficacy questionnaire. Results There was a significant difference in the self-efficacy among female college students (P <0.01) .2 There was a significant correlation between social support, metacognitive strategies and self-efficacy (P <0.05) .3 After controlling for demographic variables, Strategy has good predictive ability for self-efficacy.4 Self-efficacy plays an intermediary role in the impact of social support on metacognitive strategy. Conclusion Self-efficacy is an important factor that affects college students’ social support and metacognitive strategies.