【作者】 郝建春；

【导师】 刘金兰；

【作者基本信息】 天津大学 ， 管理科学与工程， 2005， 硕士

【摘要】 随着高校扩招政策的施行,每年高校的毕业生有了大幅增加。在人才有了“量”的增长的同时,如何使人才也具有“质”的保持或者提高,成为一个重要的课题。大学生的学习绩效,正是衡量人才“质”的一个重要指标。本文以学习绩效为因变量,探讨学习压力、负向情绪调整、学习满意度以及学习压力与负向情绪调整的交互作用对学习绩效的影响。本研究以天津大学不同年级的300名学生为样本,以问卷调查的方式,将所得资料以描述统计、皮尔逊积差相关、多元回归等统计方法处理与分析。研究结果显示:(1)生活压力方面里的家庭生活压力、学习压力、人际关系压力与天大学生的学习绩效之间存在负相关性。(2)负向情绪调整与学习绩效有正相关性存在。(3)学习满意度方面里的学习环境、教师素质与教学态度、教学过程满意度以及人际关系满意度与学习绩效之间存在正向相关性;而教学公共设施满意度与学习绩效不具有相关性。(4)加入生活压力与负向情绪调整变量后,发现生活压力方面里的人际关系压力与负向情绪调整的交互作用对天大学生的学习绩效存在相关性;而其它生活压力方面因素与负向情绪调整的交互作用与学习绩效不存在相关性。(5)加入生活压力与负向情绪调整变量后,发现生活压力方面中人际关系压力与学习满意度方面里的人际关系因素的相关性消失。(6)变量年级与学习绩效之间存在相关性;性别与学习绩效之间不具有相关性。(7)在加入变量年级后,发现就业压力与学习绩效存在显著相关性。根据研究结果,本文给出了提高学习绩效的重点措施。更多还原

【Abstract】 With the implement of the college enrollment extending policy, the number ofthe college graduates increases greatly. How to maintain or improve the quality ofstudents becomes an important issue when the quantity of them goes up. The learningperformance of university students is a significant index to measure the quality ofstudents.In this essay, Take learning performance as independent variable to discuss theimpact of learning pressure, negtive mood regulation, study satisfaction, andinteraction of learning pressure and negtive mood regulation on the learningperformance. Get 300 samples from Tian Jin University students of different grades toanalyze those data with statistical method of description statistics, Pearson Correlation,multi-regression analysis.The research shows: (1)In the aspect of life pressure, there is negative effect between family life,study, personal relationship, and learning performance of Tian Jin University students.Employment pressure has no relativity with learning performance. (2) Negative mood regulation has no relativity with learning performance. (3)In the aspect of learning satisfaction, learning environment, teachers’attainment and attitude, courses satisfaction and satisfaction of personal relationshiphave positive effect with learning performance, while the satisfaction ofadministration quality has no relativity with learning performance. (4)When life pressure and negtive mood regulation tment are added into thevariables, the interaction of personal relationship and negtive mood regulation hasrelativity with learning performance of Tianjin University students, while theinteraction of other factors in life pressure and learning performance have norelativity. (5) When life pressure and negtive mood regulation are added into thevariables, we find that the relativity of personal relationship between life pressure andlearning satisfaction aspects disappears. (6)Grade in control variables has relativity with learning performance, whilegender has no relativity with learning performance. (7)With addition of grade variable of control variables, we find thatemployment pressure has relativity with learning performance.更多还原