摘要
采用大学生学习观问卷、大学生学习动机量表(WMI)、一般自我效能感量表(GSES)及学习效能感量表,选取254名大学生作为被试进行问卷调查,探讨大学生的学习观现状及其与学习动机、一般自我效能感、学习效能感的关系。结果表明:大学生的学习观总体上是倾向于建构性的;文理科学生、本专科学生在学习观的各维度得分上不存在显著差异;大学生的学习观与其内生动机、一般自我效能感、学习效能感存在显著正相关,与外生动机多为显著负相关;学业自我体验与学习过程观是大学生内生动机的有效预测变量,学业自我体验是大学生一般自我效能感和学习效能感的有效预测变量。
A learning conception questionnaire, the Working Motivation Inventory（WMI） and General Self-efficacy Seale（GSES）, a learning self-efficacy scale were used to investigated 254 college students, in order to measure their learning conception and its relationship with learning motivation and self-efficacy. The results showed that College students＇ learning conception was basically constructivism-oriented. Differences didn＇t occur in the dimensions of learning conception between liberal arts and sciences majors or between the two-year and four-year college students. Significant positive correlation was found among college studens＇ conception and their intrinsic motivation, general self-efficacy, learning self-efficacy; significant negative correlation was found between students＇ learning conception and extrinsic motivation. College students＇ academic self-experience and belief of learning process were all valid predictive variables for the intrinsic motivation, academic self-experience was a valid predictive variable the for general self-efficacy and learning self-efficacy of college students.
出处
《心理科学》
CSSCI
CSCD
北大核心
2008年第3期732-735,共4页
Journal of Psychological Science
关键词
学习观
内生动机
一般自我效能感
学习效能感
大学生
conception of learning, intrinsic motivation, general self- efficacy, learning self-efficacy, college students
