自我调节学习能力问卷
大学生自主学习能力问卷调查模板
大学生自主学习能力问卷调查亲爱的同学：您好！非常感谢您抽出宝贵的时间填写这份问卷，本问卷仅供研究，请您根据个人真实情况放心填写，您的回答对本研究具有重要价值，非常感谢您的参与和帮助。
1、您的性别是？【单选题】○ 男○ 女2、您的年龄是？【单选题】○ 17~18岁○ 19~20岁○ 21~22岁○ 23~24岁3、您的年级是？【单选题】○ 大一○ 大二○ 大三○ 大四4、我经常主动去学习【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合5、我努力学习是为了提高自身素养和能力【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合6、我自主学习是想获得他人的称赞【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合7、我自主学习是为了进入社会做准备【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合8、我在学习中经常考虑自己的前途【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合9、我认为学习很有趣【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合10、我想去努力学习，不只是为了奖学金、好的工作，更因为我很享受学习过程【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合11、对于感兴趣的东西，我愿意花时间即使它很难【单选题】○ 比较符合○ 有点符合○ 不太符合○ 不符合12、通过一段时间的学习，我能够找到适合自己的学习方式【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合13、我更习惯老师讲授这种学习方式【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合14、我会通过询问老师和上网查资料来解答课堂疑惑【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合15、我经常利用网络学习【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合16、我经常与朋友交流学习【单选题】○ 非常符合○ 比较符合○ 不太符合○ 不符合17、我觉得我自己的自控能力很强，不需要别人的监督和督促【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合18、在学习的过程中，我能够主动排解不利于学习的情感因素，并通过一定的方式进行放松【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合19、我不能够长时间的专注下来学习【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合20、制订了计划我总是能够按照目标执行【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合21、在学习的过程中，我会及时总结课堂上所涉及到的内容【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合22、在学习结束后，我会将学习目标与实际完成情况进行比对，及时总结，为后续学习打下基础【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合23、没有达到学习效果，我会反思自己的问题【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合24、我经常为自己制定学习计划【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合25、我认为通过制定一个学习的学期、月、周计划来提高学习的针对性和有效性，很有必要【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合26、我能在学习的过程中合理规划学习时间，并根据实际情况适时地调整学习计划【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合27、我会依据自身情况来确定各科的学习目标【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合28、我会对自己有明确的职业规划【单选题】○ 非常符合○ 比较符合○ 有点符合○ 不太符合○ 不符合29、当您进行自主学习时，请您结合自身实际情况，为自己自主学习方面的各能力进行评分。
学生自主学习能力的问卷调查(1)
学生自主学习能力的问卷调查你们好！为了解你们在自主学习方面的现状，提高大家的自学能力，请根据真实情况，以客观的态度做出自己的选择。
在选项下打√即可。
1.你认为自己的学习处于哪一种状态？A.自我约束不强，需要老师的严格监督B.有目标，但毅力不足，时而放松对自己的要求C.自信、自律2.你有制定自主学习计划的习惯吗？A. 没有B.偶尔制定C. 已成习惯3.你在自主学习时，是否努力在规定的时间内完成预定任务A. 很少如此B.部分如此C. 总能如此4.有关学习的方法，你：A.偶尔想到，但还是坚持自己效率不高的办法B.试着去实践别人介绍的方法，一段时间后又放弃了C.经过一定时间的尝试，已把握适合自己的学习方法5.你课前预习的情况如何？A.有计划有落实B.有时间就预习C.很少预习6.你怎样利用课堂笔记？A. 只是随意记一点，没有利用价值B. 记下重点内容或老师的提示，等考试复习时再看C. 能够定期整理课堂笔记，把握重点，解决疑难7.你认为老师课堂教学在时间分配上总体现状如何？A. 老师讲课所占时间合适B.老师上课应该多讲一些多C. 老师上课讲的太多8.你认为下列哪种讲课方式最好？A.注重阐述和分析能力的培养，适当拓宽知识面，发挥学生的主动性B.讲清基本的思路，推导不必太详尽C.按教材讲解重点即可，不必组织学生参与9.你遇到疑难问题的主要解决方式是什么？A.及时查阅资料或寻求同学老师的帮助B.偶尔钻研一下C. 置之不理10. 你什么时间进行复习？A.定期的有计划的复习B.平时不复习，考试前复习C.从来不复习11.你如何对待错题？A.做错了以后，等待老师讲解B.出错后，主动翻书查找原因C.先整理到错题集上，结合独立思考或老师分析查找失误，定期回顾12.你如何利用双休日时间？A.主要是读课外书、上网B.主要是完成作业，有时间活动一下C.有计划有落实，注意协调学习与锻炼13.你认为你班的学习气氛怎样？A. 很浓B.较浓C. 不浓14.你目前学习的干扰因素主要来自？A.玩游戏B. 班内的纪律不太理想C.学习没有目标15.你有手机吗？A.没有B.想买还未买C.不需要未买16.同学的手机主要用来做什么？A.玩游戏看小说B.给同学发短信C.联系家长17.你在总结学习情况方面？A.注重总结反思B.出现问题时才分析原因C.不进行总结分析18.你是否经常把自己的学习状况与父母交流？A.很少主动来谈B.考试成绩好的时候谈C.经常与父母交流19.你目前在学习方面是否存在焦虑心理？A.存在且较严重B.存在但不严重C.不存在20.你对自己目前的学习现状是否满意？A. 不满意B.比较满意C. 很满意。
学业自我调节问卷(SRQ-A)
The Self-Regulation QuestionnairesScale Description | Academic | Prosocial | Health Care | Learning | Exercise | Religion | FriendshipDownload the f ull packet f or the Self-Regul ation Questionnaires in a Word f ileAcademic Self-Regulation Questionnaire (SRQ-A)This questionnaire concerns the reasons why children do their school work. The scale was developed for students in late elementary and middle school. (The comparable SRQ for adults is referred to as the Learning Self-Regulation Questionnaire.) Consequently, its format is slightly different from the format of the Self-Regulation Questionnaires intended for adults. First, the responses to each item are on a 4-point scale rather than a 7-point scale because we have found that more than 4 possible responses is not optimal for the children who complete the questionnaire who are as young as about 8 years of age. Second, we typically have the children respond right on the questionnaire by circling the correct response rather than using an answer sheet. Again, this is easier, especially when doing a group administration to a class of students. Of course it is more work for the researcher to get the information off the questionnaires, but it is worth the trade off. Third, there are more items on the SRQs for children than the SRQs for adults in order to ensure good reliability. Fourth, the "very true" response comes first for each item, whereas on the adult questionnaire it comes last. To score the scale: Very True is scored 4; Sort of True is scored 3; Not Very True is scored 2; and Not at All True is scored 1. This way, a higher score will indicate a higher level of endorsement of that regulatory style. The SRQ-A uses four subscales: external regulation, introjected regulation, identified regulation, and intrinsic motivation.-----Two versions of the scale. There are two versions of the SRQ-A. The first version is the one that has used in many studies of school children. It asks four questions about why students do various school related behaviors. Each question is followed by several responses that represent the 4 regulatory styles used in this scale. Validation of this scale is presented in Ryan and Connell (1989). The second versions of the SRQ-A, which is a modification of the first, was created for students with Learning Disabilities. In a study of students with LD (Deci, Hodges, Pierson, & Tomassone, 1992), we found that the standard format was too diffic ult. So, rather than having one question with several responses, every item is formulated as a separate question. The items are still represent the responses to the same 4 questions as in the standard version of the scale, but they are written so the children will understand them more easily. Also, we changed the wording of the four responses to make them easier for the children. In this version, Always is scored 4; Most of the Time is scored 3; Sometimes is scored 2; and Never is scored 1. Scoring information for each version of the scale is after that version. First we present the standard version; then we present the version for students with LD.The Scale (standard version)WHY I DO THINGSName: ________________________________________Age: ___________ Grade: _____________ ( ) Boy or Girl ( ) Teacher: ________________A. Why do I do my homework?1. Because I want the teacher to think I’m a good student.Very true Sort of true Not very true Not at all true2. Because I’ll get in trouble if I don’t.Very true Sort of true Not very true Not at all true3. Because it’s fun.Very true Sort of true Not very true Not at all true4. Because I will feel bad about myself if I don’t do it.Very true Sort of true Not very true Not at all true5. Because I want to understand the subject.Very true Sort of true Not very true Not at all true6. Because that’s what I’m supposed to do.Very true Sort of true Not very true Not at all true7. Because I enjoy doing my homework.Very true Sort of true Not very true Not at all true8. Because it’s important to me to do my homework.Very true Sort of true Not very true Not at all trueB. Why do I work on my classwork?9. So that the teacher won’t yell at me.Very true Sort of true Not very true Not at all true10. Because I want the teacher to think I’m a good student.Very true Sort of true Not very true Not at all true11. Because I want to learn new things.Very true Sort of true Not very true Not at all true12. Because I’ll be ashamed of myself if it didn’t get done.Very true Sort of true Not very true Not at all true13. Because it’s fun.Very true Sort of true Not very true Not at all true14. Because that’s the rule.Very true Sort of true Not very true Not at all true15. Because I enjoy doing my classwork.Very true Sort of true Not very true Not at all true16. Be cause it’s important to me to work on my classwork.Very true Sort of true Not very true Not at all trueC. Why do I try to answer hard questions in class?17. Because I want the other students to think I’m smart.Very true Sort of true Not very true Not at all true18. Because I feel ashamed of myself when I don’t try.Very true Sort of true Not very true Not at all true19. Because I enjoy answering hard questions.Very true Sort of true Not very true Not at all true20. Because that’s what I’m supposed to do.Very true Sort of true Not very true Not at all true21. T o find out if I’m right or wrong.Very true Sort of true Not very true Not at all true22. Because it’s fun to answer hard questions.Very true Sort of true Not very true Not at all true23. Because it’s important t o me to try to answer hard questions in class.Very true Sort of true Not very true Not at all true24. Because I want the teacher to say nice things about me.Very true Sort of true Not very true Not at all trueD. Why do I try to do well in school?25. Because t hat’s what I’m supposed to do.Very true Sort of true Not very true Not at all true26. So my teachers will think I’m a good studentVery true Sort of true Not very true Not at all true27. Because I enjoy doing my school work well.Very true Sort of true Not very true Not at all true28. Because I will get in trouble if I don’t do well.Very true Sort of true Not very true Not at all true29. Because I’ll feel really bad about myself if I don’t do well.Very true Sort of true Not very true Not at all true30. Because it’s important to me to try to do well in school.Very true Sort of true Not very true Not at all true31. Because I will feel really proud of myself if I do well.Very true Sort of true Not very true Not at all true32. Because I might get a reward if I do well.Very true Sort of true Not very true Not at all trueScoring the SRQ-A (standard version). First, you calculate the subscale score for each of the four subscales by averaging the items that make up that subscale. Very true is scored 4; Sort of true is scored 3; Not very true is scored 2; and Not at all true is scored 1. The foursubscales are: external regulation, introjected regulation, identified regulation, and intrinsic motivation. Listed below are the item numbers associated with each of the four subscales. External Regulation: 2, 6, 9, 14, 20, 24, 25, 28, 32Introjected Regulation: 1, 4, 10, 12, 17, 18, 26, 29, 31Identified Regulation: 5, 8, 11, 16, 21, 23, 30Intrinsic Motivation: 3, 7, 13, 15, 19, 22, 27You can use the individual subscale scores in your analyses, and you can also use the Relative Autonomy Index (RAI). To form the RAI for this scale, use the following formula to combine the subscale scores:2 X Intrinsic + Identified - Introjected - 2 X ExternalThe Scale (version for students with LD)Why I Do ThingsName: ________________________________________Age: ___________Grade: _____________ ( ) Boy or Girl ( ) Teacher: ________________1. I do my classwork so that the teacher won’t yell at me.Always Most of the time Sometimes Never2. I d o my classwork because I want the teacher to think I’m a good student.Very true Sort of true Not very true Not at all true3. I do my classwork because I want to learn new things.Very true Sort of true Not very true Not at all true4. I do my classwork becau se I’ll feel bad about myself if it doesn’t get done.Very true Sort of true Not very true Not at all true5. I do my classwork because it’s fun.Very true Sort of true Not very true Not at all true6. I do my classwork because that’s the rule.Very true Sort of true Not very true Not at all true7. I enjoy doing my classwork.Very true Sort of true Not very true Not at all true8. I try to answer hard questions in class because I want the other kids to think I’m smart.Very true Sort of true Not very true Not at all true9. I try to answer hard questions because I’ll feel bad about myself if I don’t try.Very true Sort of true Not very true Not at all true10. I try to answer hard questions because it’s fun to answer hard questions.Very true Sort of true Not very true Not at all true11. I try to answer hard questions because that’s what I am supposed to do.Very true Sort of true Not very true Not at all true12. I try to answer hard questions to find out if I’m right or wrong.Very true Sort of true Not very true Not at all true13. I try to do well in school because that’s what I am supposed to do.Very true Sort of true Not very true Not at all true14. I try to do well in school so my teachers will think I’m a good student.Very true Sort of true Not very true Not at all true15. I try to do well in school because I like doing a good job on my school work.Very true Sort of true Not very true Not at all true16. I try to do well in school because I will get in trouble if I don’t.Very true Sort of true Not very true Not at all true17. I try to do well in school because I’ll fell really bad about myself if I don’t do well.Very true Sort of true Not very true Not at all trueScoring the SRQ-A (version for students with LD). As with the standard version of the SRQ-A, you first calculate the subscale score for each of the four subscales by averaging the items that make up that subscale. Always is scored 4; Most of the time is scored 3; Sometimes is scored 2; and Never is scored 1. The four subscales are: external regulation, introjected regulation, identified regulation, and intrinsic motivation. There are fewer items on this version than on the stnadard version, because students with LD typically have a shorter attention span. Listed below are the item numbers associated with each of the four subscales.External Regulation: 1, 6, 11, 13, 16Introjected Regulation: 2, 4, 8, 9, 14, 17Identified Regulation: 3, 12, 15Intrinsic Motivation: 4, 7, 10You can use the individual subscale scores in your analyses, and you can also use the Relative Autonomy Index (RAI). To form the RAI for this scale, use the following formula to combine the subscale scores:2 X Intrinsic + Identified - Introjected - 2 X ExternalReference for original SRQ-A (the standard version)Ryan, R.M., & Connell, J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.Reference for the adapted SRQ-A (the version for students with LD)Deci, E. L., Hodges, R., Pierson, L., & Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25, 457-471.Other articles that have used the SRQ-AGrolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). The inner resources for school performance: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology, 83, 508-517.Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81, 143-154.Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898. Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 203-214.Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791.A variant of the SRQ-A has been used in Japan, as reported in the following articles Hayamizu, T. (1997). Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research, 39, 98-108.Yamauchi, H., & Tanaka, K. (1998). Relations of autonomy, self-referenced beliefs andself-regulated learning among Japanese children. Psychological Reports, 82, 803-816.Scale DescriptionThe Concepts of Self-Regulation. SDT differentiates types of behavioral regulation in terms of the degree to which they represent autonomous or self-determined (versus controlled)functioning. Intrinsic motivation is the prototype of autonomous activity; when people are intrinsically motivated, they are by definition self-determined. Extrinsically motivated activity, in contrast, is often more controlled (i.e., less autonomous). However, SDT differentiates types of extrinsic motivation in terms of the degree to which it has been internalized, suggesting that the more fully it is internalized and integrated with one’s self, the more it will be the basis for autonomous behavior. There are four different types of behavioral regulation, defined in terms of the degree to which the regulation of an extrinsically motivated activity has been internalized and integrated. They are external regulation, introjected regulation, identified regulation, and integrated regulation, in order from the least to the most fully internalized (see Ryan & Deci, 2000, for more on this). Introjection refers to taking in a reg ulation but not accepting it as one’s own; identification refers to accepting the value of the activity as personally important, and integration refers to integrating that identification with other aspects of one’s self. External and introjected regulation are considered relatively controlled forms of extrinsic motivation, whereas identified and integrated regulation are considered relatively autonomous. Finally, within SDT there is a concept of Amotivation, which means to be neither intrinsically nor extrinsically motivated--in other words, to be without intention or motivation for a particular behavior.The Self-Regulation Questionnaires assess domain-specific individual differences in the types of motivation or regulation. That is, the questions concern the regulation of a particular behavior (e.g., exercising regularly) or class of behaviors (e.g., engaging in religious behaviors). The regulatory styles, while considered individual differences, are not "trait" concepts, for they are not general nor are they particularly stable. But neither are they "state" concepts, for they are more stable than typical states which fluctuate easily as a function of time and place. The format for these questionnaires was introduced by Ryan and Connell (1989). Each questionnaire asks why the respondent does a behavior (or class of behaviors) and then provides several possible reasons that have been preselected to represent the different styles of regulation or motivation. The first two questionnaires were developed for late-elementary and middle school children, and concern school work (SRQ-Academic) and prosocial behavior (SRQ-Prosocial). Their validation is described in the Ryan and Connell (1989) article. Since then, several others have been developed that are intended for adults. Those two, and five other SRQs are displayed in this section of the web site.They are:Academic Self-Regulation Questionnaire (SRQ-A)Prosocial Self-Regulation Questionnaire (SRQ-P)Treatment Self-Regulation Questionnaire (TSRQ)Learning Self-Regulation Questionnaire (SRQ-L)Exercise Self-Regulation Questionnaire (SRQ-E)Religion Self-Regulation Questionnaire (SRQ-R)Friendship Self-Regulation Questionnaire (SRQ-F)Scoring the Questionnaires. Each participant gets a score on each subscale by averaging responses to each of the items that make up that subscale--for example, the average of all items representing introjected regulation would represent the score for that subscale. However, different of the self-regulation questionnaires have different numbers of subscales, depending on the following four considerations. First, fully integrating a behavioral regulation is very unlikely to have occurred during childhood or adolescence. Thus, the scales used with children do not have an integrated subscale. Second, some behaviors are not interesting in their own right, and thus would not be intrinsically motivated. Thus, questionnaires to assess regulatory styles for such behaviors (e.g., stopping smoking) do not have an intrinsic motivation subscale. Third, the concept of amotivation is relevant to some research questions and not to others, so the concept is included in some of the scales but not others. Fourth, some of the questionnaires, rather than having separate regulatory-style subscales have only two subscales: controlled regulation and autonomous regulation. This is done when the research questions being addressed can be adequately addressed with just the two "super" categories of regulation. In these scales, items representing external and introjected regulation make up the controlled subscale, and items representing identified, integrated, and/or intrinsic make up the autonomous subscale.Relative Autonomy Index. Finally, it is worth noting that the subscale scores on the SRQ, regardless of the number of subscales in the particular scale, can be combined to form a Relative Autonomy Index (RAI). For example, the SRQ-Academic has four subscales: external, introjected, identified, and intrinsic. To form the RAI, the external subscale is weighted -2, the introjected subscale is weighted -1, the identified subscale is weighted +1, and the intrinsic subscale is weighted +2. In other words, the controlled subscales are weighted negatively, and the autonomous subscales are wei ghted positively. The more controlled the regulatory style represented by a subscale, the larger its negative weight; and the more autonomous the regulatory style represented by a subscale, the larger its positive weight.Summary of the Scoring Procedures. We have used the self-regulatory style values in three ways in different analyses. First, we use each subscale score separately in the analyses so that participants have a score for each style. Second, we compute a Relative Autonomy Index by weighting the subscale scores and combining them (see, e.g., Grolnick & Ryan, 1989). Third, we form a score for controlled regulation by averaging across external and introjected items, and a score for autonomous regulation by averaging across identified, integrated,and/or intrinsic items (e.g., Williams, Grow, Freedman, Ryan, & Deci, 1996).It should be clear that new research questions may require slight adaptations of the existing questionnaire, or that new SRQs may need to be developed for new behaviors or domains. The important point is to remain true to the concept and to validate the adaptations fully. We are in agreement with Loevinger (1957) that psychological tests and surveys should serve as an aid in theoretical development, so any construct is in need of continual "bootstrapping." Scales may be in need of adaptation as the research question changes.Note: The SRQ in the political domain is available from Gaetan F. Losier (by e-mail:losierga@umoncton.ca). Kennon M. Sheldon, University of Missouri, Columbia (e-mail:sheldonk@) has developed a comparable approach to assessing self-regulation for personal strivings. Contact them for further information.ReferencesGrolnick, W. S., & Ryan, R. M. (1989). Parent style associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81, 143-154.Loevinger, J. (1957). Objective tests as instruments of psychological theory. Psychological Reports, Monograph Supplement, 9 (1, Serial No. 3).Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Williams, G. C., Grow, V. M., Freedman, Z., Ryan, R. M., & Deci, E. L. (1996). Moti vational predictors of weight-loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70, 115-126.。
自我调节学习能力问卷
大学生自我调节学习能力问卷
1、在老师教过我之后，我可以没有任何困难地开始做作业。
2、即使有其他有趣的事情我也会去做作业。
3、即使周围有许多干扰，在上课时我也会集中注意力。
4、即使我对作业一点也不感兴趣，我也会激励自己完成作业。
5、我会制定计划来完成作业。
6、我会记住课本或实验中所提供的信息。
7、我会合理安排不同学习任务。
8、当我需要完成一项不熟悉的任务时，我会寻找并使用合适的工具。
9、在课程学习中我会为自己设置特定的目标。
10、我会参考以前设计的目标来测量所取得的进步。
11、如果我发现自己使用的学习方法不起作用时，我会努力改进我的方法。
12、我精确地记录了到目前为止我所得的分数。
13、我会找一个没有干扰的地方学习。
14、我会寻求同伴的帮助，他（她）会给我重要的反馈。
15、当作业有时间限制时，我能有效地处理自己的时间。
初中学生自主学习能力调查问卷
初中学生自主学习能力调查问卷年级班级姓名同学们：在我校课改的大背景下，为了进一步培养同学们的自主学习能力。
老师们想了解一下大家的自主学习情况，为你们的一生发展奠定基础。
为此我们设计这份调查问卷，请同学们认真完成这份调查问卷。
谢谢！第一部分：单项选择题1、你对课前自主学习这一环节的看法是：（）A、非常喜欢B、喜欢C、一般D、不喜欢2、你喜欢的学习方式是：（）A．独立支配学习时间，自主学习B．自主学习，有问题再向小组同学请教C．老师讲为主，自学为辅D．请老师或小组同学讲解讲3、你个人的学习主动性如何？（）A、主动完成学习任务B、能够完成学习任务C、不得不完成学习任务D、不能完成学学习任务4、你完成课前预习的情况：（）A、能够认真完成预习B、基本上完成预习C、有时能够预习D、没有时间预习5、你对导学案的看法：（）A、很好，能引导我自主学习B、我喜欢，能减轻学习负担C、一般，学案内容太多，有时完不成D、不喜欢，太浪费时间6、你是如何完成学案中第一个环节【课前自主学习】部分的：（）A、依据学案要求，通过预习课本自主完成B、小组合作完成C、直接到参考书中找答案D、抄袭他人的7、你是否积极参与小组的讨论与交流: ( )A、积极参与B、有时参与C、遇到问题参与D、不参与8、你认为在什么情况下用小组讨论交流的方式？A. 自主学习中出现问题时B. 出现一个有价值的问题，没有现成答案时C. 自己一个人完成不了，需要几个人分工合作时 D、核对答案时9、你是否积极参与课堂自主学习展示：（）A、大胆举手，积极展示B、有时举手，参与展示C、等待老师叫自己D、不参与展示10、你认为老师对自主学习的指导如何? ( )A、老师注重自主学习方法点拨，我学有方法，学得较轻松。
B、老师不注重学法指导，自我摸索方法，学得较吃力。
C、老师照本宣科，我学无方法，学得很艰难。
D、不需要老师的指导。
11、你喜欢小先生（学生）讲课的自主学习方式吗？（）A、非常喜欢B、喜欢C、一般D、不喜欢12、你如何对待你的错题？( )A、小组交流，然后先整理在错题本上，定期进行回顾B、等待老师讲解C、自己找原因D、不了了之13、你是如何利用自习课进行自主学习的？（）A、按自己的自主学习计划去做B、按课代表的要求去做C、做自己喜欢做的D、看课外书14、在家时你如何进行自主学习的？（）A、制订自主学习计划，按计划进行预习和复习B、在家长的指导、监督下进行自主学习C、只是完成老师布置的作业D、上各种辅导班15、你认为家庭教育对你的自主学习重要吗？（）A、非常重要B、一般C、不重要D、无所谓第二部分多项选择题16、目前干扰你自主学习的因素主要来自？（）A、班内担当的职务较多B、班级纪律不太好C、老师的学法指导不适合自己D、家庭环境影响E、学校活动多F、自己的懒散习惯17、我校新的教学模式下你喜欢的学习方式是？（）A、独立自主学习B、小组交流讨论C、自主学习加合作探究D、“小先生”讲课E、教师制作适当点拨的学习方式18、自主学习时你所使用的学习工具有哪些？（）A、课本B、学案C、字典D、辅导书E、电脑F、手机19、你比较喜欢的课堂展示方式有? ( )A、口头展示B、小组集体展示 C到黑板展示D、校本剧表演20、有时在课堂上进行合作探究时很吵，是什么原因？（）A、不理解教师的要求B、不知道要如何发表意见C、大家都在大声说，不听小组长的D、有学生趁机说话E、其它21、在课堂探究环节中你希望老师：（）A、不要讲得太多B、要多给学习方法的指导C、不要拓展太深D、不要占用时间太长E、学生互相纠错，老师点拨，师生共同总结。
学生自主学习能力问卷调查表
学生自主学习能力问卷调查表1.你上课有没有预习的习惯？（）A：经常在上课前先预习B：老师有布置才预习，没布置就没预习C：凭自己的兴趣D：从没有预习2.如果进行课前预习，你通常怎样做？（）A：能自己提出问题，并解决B：能自己提出问题，但不会解决C：不懂的地方会做上记号，上课认真听D:看完书，没任何想法3.学习过程中，遇到不懂的问题，你是怎样做的？（）A:运用已经学过的知识解决问题B：从书中找答案C：与同学交流D：什么也没做，等现成的答案4.你喜欢什么样的学习方式学习数学？（）可以多选A：听老师讲解B：自己先独立学习，不懂的再听老师讲解C：自己反复探试，直到找到答案为止D：老师创设情境，让自己独立思考E：通过小组讨论交流5．学习中你是否敢于自己提出问题？（）A：经常B：从没有C：偶尔6.你认为老师在课堂上的时间安排如何？（）A：老师讲课占用的时间太多B：老师上课时应该多讲一些C：给学生做练习的时间应该多一些C：老师讲课时间安排适宜7.你希望怎样学习？（）A：能自己独立安排学习时间B：有一定的自主权C：老师和家长帮忙安排时间C：没有想法8.你上课时的状态大体是怎样的？（）A：老师讲什么就听什么，没想法B：会对老师讲的内容进行思考C：老师太啰嗦了，经常开小叉9.你上课时怎样做笔记？（）A：及时记下老师的板书B：会在课本上圈出重点C：默默记在心里，没有动笔C：老师提醒才记，没有就不记10：你是怎样掌握学习方法的？（）A：有自己的一套学习方法B：经常借鉴别人的好办法C：没有什么方法，就是刻苦学习11．在学习方面，你对自己有信心吗？（）A：充满信心B：比较有把握C：需要再努力C：没有信心，觉得学习很难12.你目前在学习方面是否存在焦虑心理？（）A：存在且较严重B：存在但不严重C：不存在13.你对自己目前的学习现状是否满意？（）A：不满意B：比较满意C：很满意14.你认为你班的学习气氛怎样？（）A：很浓B：较浓C：不浓15.你什么时间进行复习？（）A.定期的有计划的复习B.平时不复习，考试前复习C.从来不复习16.你如何对待错题？（）A：做错了以后，等待老师讲解B：出错后，主动翻书查找原因C：先整理到错题集上，结合独立思考或老师分析查找失误，定期回顾17.你如何利用双休日时间？（）可以多选A：主要是读课外书、上网B：主要是完成作业，有时间活动一下C：有计划有落实，注意协调学习与锻炼D：参加兴趣班E：其它18．你目前学习的干扰因素主要来自哪里？（）A：玩游戏B：班内的纪律不太理想C：学习没有目标19．你做作业遇到困难时，怎么办？（）A、随便写上B、请教他人，不在乎过程，只要答案C、与他人讨论，理清思路D、自己看书理解20.家庭作业是在什么情况下完成的？（）A．不需要任何人的催促先认真完成作业再玩B．在家长的再三催促下完成C．先玩够了再草草完成作业。
【调研问卷模板】大学生自我管理与自我调节能力调查问卷
【调研问卷模板】大学生自我管理与自我调节能力调查问卷1. 性别男女2. 年级大一大二大三大四3. 就读院校类型专科普通本科重本（211、985）4. 是否独生子女是否5. 你喜欢所读专业吗？很喜欢可以接受完全没兴趣6. 做过职业生涯规划吗有详细规划过有一定规划没想过7. 如果周末你正在学习刚有点状态，旁边舍友用电脑打开了你喜欢的剧，你会跟着看的可能性是一定就去看了犹豫犹豫还是看了坚定不移地继续学习……边看边学习当做不知道，专心学习8. 你会有意识去改变自己性格或习惯的不足吗经常致力于改造自己有试过没想过9. 假期作业一般你什么时候能完成刚放假几天一鼓作气完成有计划地一天一天完成最后一段时间开始补作业留到最后一天草率完成或者干脆放弃10. 你实现目标或者努力奋斗的主要动力来源来自社会或周边人的压力父母的期盼亲友的关怀恋爱的另一半对未来的憧憬对自己想要的生活的渴望某明星或公众人物（请写出）其他11. 在什么情况下你能安心学习几乎任何情况下都能很快静下心来学习图书馆、自习室等学习氛围浓厚的地方需要有人监督学习总是不能集中注意力学习12. 你会有意识地拓展自己的知识面吗？有强烈的自我拓展意识偶尔会顺其自然感觉没必要13. 你晚上睡觉的时间一般在十点之前十一点之前十二点之前十二点之后14. 如果熬夜一般是在温习预习功课补作业聊天（、电话、舍友等）玩游戏看小说刷空间知乎、段子网之类追剧写作灵感大发有心事胡思乱想其他15. 有意识在大学培养各种能力吗有意识，正在通过各种方式实施有意识，不知道怎么做，希望寻求帮助想培养，只是想过而已无所谓16. 你对大学婚前性行为的看法……底线还是不能逾越大家都这样了我也能接受不介意17. 你的爱好包括哪些类型音乐类唱歌、乐器美术类棋牌动漫类户外类运动类球类阅读写作社交类网络游戏舞蹈类其他18. 你制定计划的习惯和完成情况从不做计划、总能很好地处理各种事从不做计划、做事也没有头绪计划总能有效及时完成计划大多数能完成计划偶尔能做到计划从来都是完不成的19. 你的情绪调节能力怎么样陷入情绪中就无法自控有一些有效的方法来调节自己的情绪能很好地控制自己的情绪。
混合学习环境下自我调节学习策略、感知有效性、学习满意度应用调查问卷
混合学习环境下自我调节学习策略、感知有效性、学习满意度应用调查问卷本问卷针对《综合英语》课程的学习情况做调查，分为4部分，共60个题项。
我校《综合英语》课程是采用线上线下相结合的混合教学模式，本问卷考察了您在混合教学模式下使用的自我调节学习策略、感知有效性和学习满意度的现状。
自我调节学习策略是指在学习过程中，一系列有助于提高学习质量和学习效率的心理行为和操作活动，直接影响您的学习成绩。
本次调查仅供科学研究，调查结果不会对外公开，被调查者可以随时申请撤回调查数据。
非常感谢您的作答，作答完成后可抽取随机红包。
第一部分：背景信息调查1.您的姓名 [填空题] *_________________________________2.您的学号 [填空题] *_________________________________3.您的性别 [单选题] *○女○男4.您的年龄 [填空题] *_________________________________5.您的专业 [填空题] *_________________________________6.您的班级 [单选题] *○a班○b班○c班7. 您的高中毕业学校 [填空题] *_________________________________第二部分：自我调节学习策略应用调查1.我喜欢《综合英语》这门课。
（以下题项中出现的课程均指《综合英语》）[矩阵文本题] [输入1到7的数字] *2.我觉得这门课很有趣。
[矩阵文本题] [输入1到7的数字] *3.这门课的许多内容可以激发我的好奇心。
[矩阵文本题] [输入1到7的数字] *4.即使不一定能得高分，我也很乐意完成这门课的作业，因为我可以从中学到知识。
[矩阵文本题] [输入1到7的数字] *5.我觉得完全理解这门课的内容是非常重要的。
[矩阵文本题] [输入1到7的数字] *6.我想学好这门课，让我的朋友和家人为我骄傲。
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自我调节学习问卷
姓名: 性别: 年级: 班级: 年龄: 学号:
亲爱的同学：
你好！为了解你的学习情况和帮助你更好的成长，我们安排了这次测试。
这次测试不是考试，答案没有对错之分，你只需要按照你的实际情况来回答题目就可以了。
下面列有一些题目，每道题目后面均列有1-5的数字栏，这5个数字分别代表由“非常不符合”到“非常符合”的5种符合程度：
1—非常不符合，2—比较不符合，3—说不清，4—比较符合，5—非常符合。
请你仔细阅读题目，并根据自己的实际情况来填写问卷，在最符合自己情况的数字上画一个“√”。
例如：对于“做完作业或做完试卷后，我会认真检查一遍。
”这道题目，如果你认为它比较符合自己，就请在题目后数字“4”的这栏上画上一个“√”。
这种评价没有对错
同学请你再检查一遍，看看有没有题目没有做，再次谢谢你的合作！祝你学习进步！
中学生自我调节学习量表包括计划与目标设定、自我监控、努力管理、自我效能、认知策略、资源管理、动机策略等7 个维度，共65 个题项。
通过探索性因素分析、验证性因素分析及信度检验等统计分析方法的综合检验，表明该量表具有较好的信效度，可作为中学生或小学生的自我调节学习水平（学习策略水平和元认知水平）的诊断工具。