【作者】 周志强；

【导师】 邢宝君；

【作者基本信息】 辽宁工程技术大学 ， 管理科学与工程， 2011， 博士

【摘要】 在高等教育大众化背景下,本科生的培养面临着很多的机遇与挑战,人才培养质量的保障和提升已经成为中国高等教育的重要决策和实践方向。以往相关的研究更侧重于从教育机构和教育者的角度出发,寻求质量提升的体制变革或方式改进,而未来的知识生成之路,必然越来越决定于个体的主观性、主导性和主动性,也就是需要从学生自我教育的视角出发,研究本科生培养质量的提升问题。在这一背景下,需要首先探明学生学业生涯管理的影响因素和自我教育的作用机制,才能提出提升学业生涯管理的有效对策和建议。论文研究从学业生涯管理的现状出发,选取具有成功(过失)学业生涯管理行为的学生为初始研究对象,通过样本调研和实证分析,描述了成功学业生涯管理的行为特征,分析了过失学业生涯管理的主要致因因素,以此为基础编制了本科生学业生涯管理影响因素量表,通过大样本调研和探索性因素分析,探明了主要影响因素并提出了本科生自我学业生涯管理影响因素模型,结合自我教育作用机制理论对影响因素的自我教育作用机理进行了研究,最后基于目标管理理论、生命周期理论分别提出了提升对策。研究探明了本科生自我学业生涯管理的主要影响因素,建立了影响因素模型,发现本科生学业生涯管理主要受自我能效、环境博弈、生涯目标、个人偏好、约束感知、进取自省和生活习惯七个因素的影响,其中自我能效和环境博弈是最主要的两个因素,在此基础上,分析了主要影响因素的自我教育作用机理,解释了这些因素的自我教育作用过程。研究揭示了成功学业生涯管理的基本特征和过失学业生涯管理的主要成因。从自我教育的视角看,成功学业生涯管理具有一些共同的特征,即清晰的未来职业目标、明确的学业生涯脉络、科学的学习学业管理和正确的生活发展调控,过失学业生涯管理和成功学业生涯管理存在明显差异,其成因则主要是内驱力、执行力、自控力三力缺失导致的发展目标模糊、过程管理不足和外界干扰应对不良。研究提出了基于生命周期理论的本科生学业生涯成长与发展四阶段模型,构建了以学业生涯目标管理、分阶段生涯危机应对为主要内容的提升对策机制框架。更多还原

【Abstract】 Under the background of popularization of higher education, the education of undergraduate is facing with many opportunities and challenges, and the guarantee and improvement in terms of talents quality has been an important decisive and practical direction of China’s higher education. Former relative studies focus more on the aspect of educational institution and educators and reform the system or ways to improve quality. However, the way of accumulating knowledge in the future will be more and more dependent on individual’s subjectivity, dominative motives and activity, in other words, it has to start from student’s self-education to study how to improve the quality of undergraduate. Under such circumstances, the factors which influence the management of student’s schooling years and effecting systems of self-education have to be firstly studied, only in this way, can effective strategies and suggestions to improve the management of student’s schooling years be put forward.This thesis starts from current situation of the management of student’s schooling years, selects some students with successful (failed) behavior of the management of student’s schooling years as original study subject, makes surveys and case analysis with samples, describes the features of the successful management of student’s schooling years, analyzes the main factors resulting in failed management of student’s schooling years, and makes table of factors influencing the management of student’s school career based on the former factors. After a great deal of sample survey and analysis of exploratory factors, this thesis works out the main influential factors, puts forward a model on influential factors of undergraduates’school career management, studies self-education mechanism of influential factors combining the theory of self-education mechanism and at last puts up strategies respectively from the theory of target management, and life cycle theory.The study shows the main influential factors of undergraduates’self-management of schooling years, builds model of influential factors, and finds out that the undergraduates’school career management is influenced by the seven factors of self-efficiency, environment struggle, life goal, personal preference, discipline reorganization, activity introspection and living habits. Self-efficiency and environment struggle are two main factors. This paper analyzes self-education mechanism of main influential factors and explains the process of self-education of these factors. The study discovers basic features of successful school career management and the main factors of failed one. From the view of self-education, successful school career management has some common features, i.e. clear future career goal, specific outline of schooling years, scientific management of study, and correct regulation of development of life. Failed school career management and the successful one has obvious differences, the reason of which mainly lies in the lack of inner-drive, executive force, and self-control which leads to the indistinction of development goals, insufficiency of process management and ill respond to outside interference. This study comes up with a model of undergraduates’school career and five steps of development based on life cycle theory, and constructs the frame of improvement strategy mainly consisting of management of schooling goal, crisis respond toward each step.更多还原