【作者】 崔冠宇；

【导师】 赵俊峰；

【作者基本信息】 河南大学 ， 发展与教育心理学， 2007， 硕士

【摘要】 本研究旨在关注学习领域的时间管理,探讨学生学习策略中的时间管理策略,特别是大学生学习时间管理策略的应用特点和影响大学生运用这些策略的因素。立足我国的学校环境,在国内外有关时间管理、时间管理策略、学习策略等研究的基础上,采用文献分析法、开放式问卷调查法、访谈法、问卷调查法等方法初步编制了大学生学习时间管理策略问卷,并采用探索性因素分析、验证性因素分析、回归分析等统计方法对大学生学习时间管理策略的结构以及应用特点和影响因素进行了研究与分析,尝试为大学生的学习时间管理策略的更好运用提供理论和实践支持。本研究采用自编的学习时间管理策略问卷及其影响因素问卷对1048名被试进行施测。学习时间管理策略正式问卷共30个项目,包括5个维度,分别是时间计划、时间态度、时间效率、规律性和适用性。采用的影响因素问卷有:学习动机问卷、意志力问卷和时间管理策略意识问卷。根据本研究结果,得出如下结论:(1)自编的大学生学习时间管理策略问卷和选择修订的影响因素问卷均具有较好的信度和效度,用这些问卷能够较好地反映和解释大学生运用学习时间管理策略及其影响因素的状况。(2)大学生学习时间管理策略的应用特点有:大学生运用学习时间管理策略的总体水平处于中等以上,但被试总体在时间计划维度上得分偏低;文科大学生在学习时间管理策略的得分上低于理工科大学生;大学生的时间管理策略应用随年级的升高有一定的下降趋势;男大学生在规律性维度上得分显著低于女大学生,在其他维度上差异均不显著;独生子女在学习时间管理策略的总均分和时间计划维度上的得分显著低于非独生子女;学习成绩越优秀的大学生,在学习时间管理策略上得分也越高。(3)大学生学习时间管理策略应用的影响因素能够较好地对学习时间管理策略应用的变异情况作出解释(解释程度为44.4%),不同因素的影响程度不同,影响大小依次为(从大到小):策略意识、内生动机、意志力。外生动机对学习时间管理策略应用的直接影响不显著。更多还原

【Abstract】 The purpose of this research is paying attention to the time management in learning, and discussing time management strategies in the students’learning strategies. It focuses on application features of college students’learning-time management strategies and some influential factors when applying these strategies. Bases on our college environment and related domestic and international research on time management, time management strategies, learning strategies, and this research makes a questionnaire by use of bibliographic analysis, interview method and questionnaires survey. At the same time, as for students’learning-time management strategies, it does some research and analysis on its structure, application features and influential factors by exploratory factor analysis, confirmatory factor analysis, and regression analysis. Moreover, it attempts to make a better use of college students’ learning-time management strategies to provide a theoretical and practical support. This research adopts a self-made questionnaire of College Students’Learning-time Management Strategies and its Influential Factors to assess 1,048 college students. The final scale altogether includes 30 items, composing of 5 dimensions: time plan, time attitude, time efficiency, regularity and suitability. The influential factors questionnaires include the learning motivation questionnaire, the effort regulation questionnaire and the time management strategy consciousness questionnaire.According to the research results, some following conclusions can be made:1. In this research, the self-made questionnaires of college students’Learning-time management strategies and its influential factors have a quite good reliability and validity; these questionnaires make a quite good reflection and explanation on the present situation of college students’application learning-time management strategy and its influential factors.2. Application features of college students’learning-time management strategies include: The overall level of college students’learning-time management strategy is above the medium, but the assessed overall subjects score somewhat low in the time plan dimensions. The college students of liberal arts score lower than those of science and engineering in aspect of the application level of the learning-time management strategies. Grade increases, and college students’application of time management strategies goes downwards. In the regularity dimension the male college students score apparently lower than the female, but the difference is not clear in other dimensions. Total scores in learning- time management strategies and the scores in the time plan dimension the only child are remarkable lower than the other ones who are not the only child. The better college students with outstanding academic records are, the higher scores in learning-time management strategies are.3.Influential factors of college students’application to the learning-time management strategies can make a full explanation on the variations of learning-time management strategies (explanation degree percentage is 44.4%). Different factors have influential degree difference, and the order of their different strength (from strength to weakness) is: strategy consciousness, the intrinsic motivation, and the effort regulation. The extrinsic motivation has a little direct influence on learning-time management strategies.更多还原