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Perceived classmate, teacher, and parent support and self-regulated learning skills during middle school.

机译：中学时的同班同学，老师和父母的支持以及自我调节的学习技能。

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This study investigated the relationship between students' social supports from their parents, teachers, and classmates and their self-efficacy and use of self-regulated learning strategies. Previous research has demonstrated that social support has a positive impact on students' academic achievement, their general well-being, and their use of learning strategies. However, the relationship between students' perception of the frequency and importance of social support with usage of specific learning strategies including cognitive and metacognitive strategy use and self-efficacy remained unclear. Data were collected by administering selected subtests from the Child and Adolescent Social Support Scale (CASSS) and the Motivated Strategies for Learning Questionnaire (MSLQ) to middle school students from two New York---area middle schools. One-way and contrast ANOVAs demonstrated that students in eighth grade perceived significantly less parent support and teacher support than students in the younger age groups. Contrast results also demonstrated that students in eighth grade had significantly less cognitive strategy use and metacognitive strategy use than students in sixth and seventh grade. Social support was also positively correlated with the use of self-regulated learning strategies. The results clearly demonstrate the need to further explicate middle school students' needs in terms of the supports that they receive in order to attain maximum academic success.
机译：这项研究调查了学生的父母，老师和同学的社会支持与他们的自我效能和使用自我调节学习策略之间的关系。先前的研究表明，社会支持对学生的学业成绩，总体幸福感和学习策略的使用产生积极影响。但是，学生对社会支持的频率和重要性的认知与使用特定学习策略（包括认知和元认知策略的使用以及自我效能感）之间的关系仍不清楚。通过对来自纽约州两所地区初中的中学生进行管理，从儿童和青少年社会支持量表（CASSS）和动机学习调查表（MSLQ）中选择了一些子测验来收集数据。单向和对比方差分析表明，八年级学生的父母支持和老师支持明显少于年轻年龄组的学生。对比结果还表明，八年级学生的认知策略和元认知策略的使用率明显低于六年级和七年级的学生。社会支持与自我调节学习策略的使用也呈正相关。结果清楚地表明，为了获得最大的学术成功，需要根据中学生所获得的支持进一步阐明中学生的需求。

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