减负教学与学业成绩的关系：一个有调节的中介模型
The Relationship between Load Reduction Instruction and Academic Achievement: A Moderated Mediation Model
DOI: 10.12677/ap.2025.154224, PDF,   
作者: 黎泳宇, 刘 玎*：深圳大学心理学院，广东 深圳；张志红：深圳理工大学附属实验学校，广东 深圳
关键词: 减负教学；认知负荷；自我调节学习；学业成绩；Load Reduction Instruction； Cognitive Load； Self-Regulated Learning； Academic Achievement
摘要: 本研究旨在探讨减负教学对高中生学业成绩的影响及其潜在的中介与调节机制。通过对960名高中生进行问卷调查，分析减负教学、认知负荷、自我调节学习与学业成绩之间的关系，验证了有调节的中介模型。研究结果表明：(1) 减负教学可以正向预测学业成绩；(2) 认知负荷在减负教学与学业成绩之间的关系中起中介作用；(3) 自我调节学习调节了“减负教学→认知负荷→学业成绩”这一中介效应，对于具有高水平自我调节学习的学生而言，该中介效应更为显著。本研究为提高教学质量、落实“双减”政策提供了理论依据，同时指出减负教学应注重优化课堂认知负荷管理并培养学生的自我调节学习能力。
Abstract: This study explores the impact of load reduction instruction (LRI) on high school students’ academic performance and its underlying mediation and moderation mechanisms. A survey of 960 high school students was conducted to analyze the relationships among LRI, cognitive load, self-regulated learning, and academic performance, and to validate a moderated mediation model. The results showed that 1) LRI has a significant positive effect on academic performance. 2) Cognitive load mediates the relationship between LRI and academic performance. 3) Self-regulated learning moderates the “LRI → cognitive load → academic performance” pathway, with the effect being more pronounced for students with higher levels of self-regulated learning. This study provides theoretical support for improving teaching quality and implementing the “double reduction” policy, emphasizing the importance of managing classroom cognitive load and fostering students’ self-regulated learning abilities.
文章引用：黎泳宇, 张志红, 刘玎 (2025). 减负教学与学业成绩的关系：一个有调节的中介模型. 心理学进展, 15(4), 433-441. https://doi.org/10.12677/ap.2025.154224

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