少数民族大学生学业自我效能感、学习策略与学业成就的关系研究
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摘要
本研究以新疆901名少数民族大学生为对象,考察学业自我效能感、学习策略和学业成就的关系。研究发现:(1)少数民族大学生学业自我效能感、学习策略和学业成就的整体水平均较高;(2)学业自我效能感在是否独生、年级、专业与汉语水平上存在显著差异,学习策略在是否独生、专业与汉语水平上存在显著差异,学业成就在性别、是否独生、年级与汉语水平上存在差异;(3)学业自我效能感正向影响学习策略和学业成就,学习策略对学业成就也具有正向预测作用;(4)学习策略在学业自我效能感对学业成就的影响中起到部分中介作用。
Taking 901 ethnic college students in Xinjiang as research subjects, this study examines the relationship among their academic self-efficacy, learning strategies and academic achievement. The findings show that 1) their overall level of self-efficacy, learning strategy and academic achievement are rather high; 2) there are significant differences in their academic self-efficacy in terms of grade, major, Chinese level and whether the student is the only child of the family, there are significant differences in learning strategy in student's major, Chinese level and whether the student is the only child, and academic achievement differs in gender, grade, Chinese level and whether the student is the only child; 3) academic self-efficacy has a positive influence on learning strategies and academic achievement, learning strategy also has a positive predictive effect on academic achievement; and 4) learning strategies play a part of mediating role in the influence of academic self-efficacy on academic achievement.
Taking 901 ethnic college students in Xinjiang as research subjects, this study examines the relationship among their academic self-efficacy, learning strategies and academic achievement. The findings show that 1) their overall level of self-efficacy, learning strategy and academic achievement are rather high; 2) there are significant differences in their academic self-efficacy in terms of grade, major, Chinese level and whether the student is the only child of the family, there are significant differences in learning strategy in student's major, Chinese level and whether the student is the only child, and academic achievement differs in gender, grade, Chinese level and whether the student is the only child; 3) academic self-efficacy has a positive influence on learning strategies and academic achievement, learning strategy also has a positive predictive effect on academic achievement; and 4) learning strategies play a part of mediating role in the influence of academic self-efficacy on academic achievement.
引文
[1] 新华社电.中共中央国务院印发国家中长期教育改革和发展规划纲要(2010-2020年)[J].人民教育,2010,(17):2-15.
[2] 王雁飞,李云健,黄悦新.大学生心理资本、成就目标定向与学业成就关系研究[J].高教探索,2011,(6):128-136+148.
[3] 陈四光,余仙平,朱荣,等. 初中学生情绪调控策略与学业自我效能感、学习成绩关系的研究[J]. 教育学术月刊,2015,(10):53-57.
[4] David B. Feldman, Maximilian Kubota. Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average[J].Learning and Individual Differences,2015,(37):210-216.
[5] Kim Yeonhee, Chong Kyung Lee. The Effects of Learning Strategies on Academic Achievement[J].The Journal of Yeolin Education,2011,(3):177-196.
[6] 张阔,付立菲,王敬欣. 心理资本、学习策略与大学生学业成绩的关系[J]. 心理学探新,2011,(1):47-53.
[7] 徐远超.大学生学习性投入、学习策略与学业成就的关系研究[J].长沙大学学报,2016,(3):131-134.
[8] Kim Sung-ang, Cho Gyu-Pan.The Mediating Effects of Learning Strategies on the Relationship between Academic Self-Efficacy and Academic Achievement of Female High School Students[J].The Journal of Learner-Centered Curriculum and Instruction,2018,(11):455-472.
[9] 张田,傅安球.学业自我效能感与学习策略对高二学生学业成绩的影响:SEM的建立和等值模型的选择[J].心理研究,2011,(6):50-55.
[10] 胡桂英,许百华.初中生学习归因、学习自我效能感、学习策略和学业成就关系的研究[J].心理科学,2002,(6):757-758+724.
[11] 李虎. 朝鲜族高中生学习策略、学业自我效能感和成就目标定向与学业成就的关系研究——以延边第一中学为例[D].延吉:延边大学硕士学位论文,2014.
[12] 周丽丽. 某市高职大学生学习自我效能感相关因素研究[D].合肥:安徽医科大学硕士学位论文,2015.
[13] 李宪印,杨娜,刘钟毓.大学生学业成就的构成因素及其实证研究——以地方普通高等学校为例[J].教育研究,2016,(10):78-86.
[14] 洪晓彬,胡月.体育专业大学生学业自我效能感的特点及影响因素研究[J].当代体育科技,2015,(6):143+145.
[15] 赵俊峰,杨易,师保国.大学生学习策略的发展特点[J].心理发展与教育,2005,(4):79-82.
[16] 李建军,刘成,毋丹,等.论学习使用国家通用语言文字的合规律性[J].新疆师范大学学报(哲学社会科学版),2018,(5):38-43.
[17] 彭华茂,潘海燕,王迎,等.远程学习者学习动机、自我效能感、归因与学习策略的关系研究[J].教育学报,2008,(4):45-50.
[18] Bandura A. Self-efficacy mechanism in human agency[J].American Psychologist,1982, (2):122.
[19] 魏军,刘儒德,何伊丽,等.小学生学习坚持性和学习投入在效能感、内在价值与学业成就关系中的中介作用[J].心理与行为研究,2014,(3):326-332.
[2] 王雁飞,李云健,黄悦新.大学生心理资本、成就目标定向与学业成就关系研究[J].高教探索,2011,(6):128-136+148.
[3] 陈四光,余仙平,朱荣,等. 初中学生情绪调控策略与学业自我效能感、学习成绩关系的研究[J]. 教育学术月刊,2015,(10):53-57.
[4] David B. Feldman, Maximilian Kubota. Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average[J].Learning and Individual Differences,2015,(37):210-216.
[5] Kim Yeonhee, Chong Kyung Lee. The Effects of Learning Strategies on Academic Achievement[J].The Journal of Yeolin Education,2011,(3):177-196.
[6] 张阔,付立菲,王敬欣. 心理资本、学习策略与大学生学业成绩的关系[J]. 心理学探新,2011,(1):47-53.
[7] 徐远超.大学生学习性投入、学习策略与学业成就的关系研究[J].长沙大学学报,2016,(3):131-134.
[8] Kim Sung-ang, Cho Gyu-Pan.The Mediating Effects of Learning Strategies on the Relationship between Academic Self-Efficacy and Academic Achievement of Female High School Students[J].The Journal of Learner-Centered Curriculum and Instruction,2018,(11):455-472.
[9] 张田,傅安球.学业自我效能感与学习策略对高二学生学业成绩的影响:SEM的建立和等值模型的选择[J].心理研究,2011,(6):50-55.
[10] 胡桂英,许百华.初中生学习归因、学习自我效能感、学习策略和学业成就关系的研究[J].心理科学,2002,(6):757-758+724.
[11] 李虎. 朝鲜族高中生学习策略、学业自我效能感和成就目标定向与学业成就的关系研究——以延边第一中学为例[D].延吉:延边大学硕士学位论文,2014.
[12] 周丽丽. 某市高职大学生学习自我效能感相关因素研究[D].合肥:安徽医科大学硕士学位论文,2015.
[13] 李宪印,杨娜,刘钟毓.大学生学业成就的构成因素及其实证研究——以地方普通高等学校为例[J].教育研究,2016,(10):78-86.
[14] 洪晓彬,胡月.体育专业大学生学业自我效能感的特点及影响因素研究[J].当代体育科技,2015,(6):143+145.
[15] 赵俊峰,杨易,师保国.大学生学习策略的发展特点[J].心理发展与教育,2005,(4):79-82.
[16] 李建军,刘成,毋丹,等.论学习使用国家通用语言文字的合规律性[J].新疆师范大学学报(哲学社会科学版),2018,(5):38-43.
[17] 彭华茂,潘海燕,王迎,等.远程学习者学习动机、自我效能感、归因与学习策略的关系研究[J].教育学报,2008,(4):45-50.
[18] Bandura A. Self-efficacy mechanism in human agency[J].American Psychologist,1982, (2):122.
[19] 魏军,刘儒德,何伊丽,等.小学生学习坚持性和学习投入在效能感、内在价值与学业成就关系中的中介作用[J].心理与行为研究,2014,(3):326-332.