摘要
本文运用调查分析的方法对成人参与高等教育的动机取向、学习成就以及相关因素进行分析,提出成人参与高等教育的四个动机取向类型,以及影响学习成就的七个因素,并依据分析所得,提出发展及改进我国成人高等教育的几点建议。
This paper attempts to provide an effective instrument for measuring the mo tivation of adult learners to take part in higher education,and a foundation fo r systematic research in this area,both of which have been lacking in China.Th e sample in this study was students taking self-study examinations in China.Fi rst,the factors affecting students' participation in higher education were exam ined,resulting in a draft of the inventory Factors Affecting Adult Participa-t ion in Continuing Education,which consists of70items covering seven areas.S econd,the items were validated by ex-perts and pilot tested on5,798rando mly selected self-study examination takers in the province of Zhejiang.Third, to examine the subscale inter-correlation,we calculated the factor scores by averaging scores on the items that loaded on each factor.Items were subsequen tly amended.Finally,it was concluded that factors affecting adult participatio n in continuing education can be categorized as Personal Interest,Career Develo pment,Service to Society or Social Expecta-tions.The survey results show that most of China's adult learners in higher education study for personal interest while those studying because of social expectations are in the minority.The aut hors also examined the educational outcomes of these adult learners.Age,educat ional background,place of residence,motivation for learning,learning objectiv es,learning methods and self-study effectiveness are all expected to have a be aring on outcomes.In particular,all of these factors,except for motivation f or learning and learning objec-tives,mostly affect educational outcomes direct ly,and self-study effectiveness also directly influences learning objectives a nd methods.The motivation for studying mainly influences learning outcomes indi rectly,through influencing self-study effectiveness and learning objectives an d methods.The direct influence of objectives on outcome is relatively insignif i-cant though the former can affect the latter through a direct influence on l earning methods.
出处
《中国远程教育》
北大核心
2003年第5期43-46,共4页
Chinese Journal of Distance Education
