【作者】 余新年；

【导师】 刘电芝；

【作者基本信息】 苏州大学 ， 发展与教育心理学， 2008， 硕士

【摘要】 本研究自编了大学生学习信念问卷,包括大学生学习动力信念和学习过程信念分问卷,在初步提出的理论模型基础上进行了一定的完善,最后得到学习动力信念问卷27个题项,包括六个因子:高、低学习成就目标信念;高、低学习自我效能感信念;积极、消极学习情感体验信念。学习过程信念问卷15个题项,包括四个因子:坚持努力学习信念、无计划学习信念、拖延学习信念、长期积累学习信念。经测评该问卷具有良好的信、效度。以782名大学生为被试实施测试,调查大学生学习信念的现状,验证学习信念与学习策略的相关关系。结果显示:(1)大学生学习信念总体平均分略过临界值,其中学习过程信念显著高于学习动力信念。学习过程信念与学习动力信念呈较高正相关,达到显著水平。(2)学习动力信念在不同学校之间存在显著差异,一类本科学校显著高于二类本科学校、职业院校;二类本科与职业院校之间没有显著差异。学习过程信念在性别上存在显著差异,女生在坚持努力学习、长期积累学习维度信念上高于男生,而男生出现无计划学习的多于女生。(3)五个不同成绩水平上,只有成绩中下和成绩靠后没有显著差异,其余不同成绩上学生的学习动力信念和学习过程信念都呈差异显著,学习成绩与学习信念呈正相关,即学习信念得分越高,学习成绩越好;相反,学习信念得分越低,学习成绩也越差。学习信念的各个维度在不同学习成绩上差异显著。(4)学习信念两个分量表都与学习策略量表有较高的正相关,进一步的回归分析表明,与学习动力信念相比,学习过程信念更能预测学习策略的使用。更多还原

【Abstract】 This paper composing the college students’study belief questionnaire and the investigation in college students’study belief (with correlation analysis between study belief and other aspects).First, we compose the cllege students’study belief questionnaire composed of study power belief and the learning process belief. The study power belief questionnaire consists of 27 items, 6 factors,such as High, low study achievement goal belief, High, low study self-efficacy belief, positive, negative study experience belief. The learning process belief questionnaire consists of 15 items, 4 factors,such as perseverance in study, the no-plan study, the protracted study, the long-term accumulation study. Throught assessment, the questionaire has satisfied reliability and validity.Then, take 782 college students to be testee, we investigatd the relationship among the study belief and the study strategy. Result shows:(1) The sum score of college students’study belief is slightly above the threshold , the score of learning process belief is significantly higher than the study power belief. The score of learning process has a significant and positive correlation with the study power belief.(2)The score of study power belief is significantly different among different types of school.The fist line college is significantly higher than the second line college and technical institute,but the score among the second line college and technical institute is not different.The score of learning process belief are signinficantly different between boys and girls,the perseverance in study, no-plan study belief,the long-term accumulation study of girls is better than boys.(3) Except the academic record level below average and at the bottom, other score of study power belief and process belief are significantly different and academic record is positive correlated to study belief, which means that higher score results into higher achievement. The score of study belief in various facets are significantly different.(4)The two sub-questionaire of study belief are positive correlated to study strategy. Further Regression analysis showed that, the study process Belief is more predictable of study strategy than study power belief.更多还原