多因素视角下西南地区少数民族高中生记忆与元认知监控的影响因素研究

A Multi-Factorial Analysis of Influencing Factors on Memory and Metacognitive Monitoring among Ethnic Minority High School Students in Southwestern China

摘要: 本研究聚焦于西南地区少数民族高中生的元认知监控和记忆的准确性，采用实验法和统计分析对205名少数民族高中生进行调查，旨在探讨性别、学科背景、民族、家庭经济状况及父母婚姻状况等变量对其元认知监控和记忆准确性的影响，并进一步分析元认知监控准确性与真实记忆水平之间的相关性。结果表明：一、不同因素条件下的元认知监控和记忆准确性有显著差异：(1) 性别、学科背景和家庭居住地因素在记忆的保持量上有显著差异。(2) 学科背景、父母婚姻状况因素在记忆保持的消退上有显著差异。(3) 学科背景、父母婚姻状况在元记忆监控上有显著差异，其他因素之间差异不显著。二、记忆保持量和记忆消退量及元认知监控之间存在相关关系：(1) 体现在记忆保持前后两次测验得分率存在显著相关；记忆保持前测得分与记忆消退分相关；记忆保持后测得分和记忆消退分数和记忆保持消退得分率相关；(2) 记忆消退分和记忆消退率相关；(3) 元记忆监控分数和记忆保持前测分数、记忆保持后测分数均显著相关。元记忆监控准确率和记忆保持后测分数、记忆消退分数和记忆消退率存在显著相关，其他因素之间不相关。以上研究结论为理解和提升少数民族高中生的元认知能力具有重要参考价值，以期为少数民族地区的教育实践提供理论依据。

Abstract: This study investigates the accuracy of metacognitive monitoring and memory among ethnic minority high school students in Southwest China. Utilizing experimental methods and statistical analysis, a survey was conducted with 205 ethnic minority high school students to explore the effects of variables such as gender, academic background, ethnicity, family economic status, and parents’ marital status on their metacognitive monitoring and memory accuracy. Additionally, the relationship between the precision of metacognitive monitoring and actual memory performance levels was examined. The results reveal several key findings: Significant differences in metacognitive monitoring and memory accuracy were observed under various conditions: (1) Memory retention exhibited significant variations based on gender, academic background, and residential location. (2) Notable discrepancies in memory decay were identified across different academic backgrounds as well as parents’ marital status. (3) Statistically significant differences emerged in meta-memory monitoring between students from varying academic backgrounds and differing parents’ marital status; however, no significant differences were noted for other factors. Furthermore, substantial correlations were found among measures of memory retention, decay, and metacognitive monitoring: (1) There was a significant correlation between the scores of the two tests before and after memory retention; The memory retention pretest score was correlated with the memory extinction score. There was a significant correlation between the memory retention post-test scores and memory retention extinction scores and memory retention extinction rate; (2) The memory retention extinction scores are related to the memory retention extinction rate; (3) The meta-memory monitoring scores were significantly correlated with the memory retention pre-test scores and the memory retention post-test scores. Meta-memory monitoring accuracy was significantly correlated with memory retention post-test score, memory extinction score and memory extinction rate, and other factors were not correlated with each other. The above research conclusions have important reference value for understanding and improving the metacognitive ability of minority high school students, in order to provide a theoretical basis for the educational practice in minority areas.