大学生自我效能、归因与网络自主学习策略关系研究

发布时间：2018-11-27 18:11

【摘要】：随着自主学习在中国的发展，国内研究者开始将自主学习策略研究与教育心理学相结合，从更深的层次探讨自主学习策略使用差异的内部原因。其中，动机被认为是影响学习策略的重要因素。Skehan(1989)指出，强烈的学习动机可导致大量学习策略的使用。动机因素中主要包括成就目标定向、自我效能、归因等。本文主要选取动机的两个因素：自我效能与归因，研究这两者与网络自主学习策略的关系，三者之间呈何种影响路径。本文以南京航空航天大学非英语专业一级与三级共209名学生为调查对象，采用问卷及访谈的方法，，考察大学生网络自主学习策略的整体使用情况及其是否与英语水平有关，并进一步探索网络自主学习策略的差异与自我效能、归因相关性。并根据研究结果对网络自主学习策略的培训提出建议。本文研究结果如下：（1）国内大学生网络自主学习策略使用仍处于较低水平，而传统自主学习策略仍占主导地位。英语水平越高，网络自主学习策略的使用水平越高。（2）整体来讲，学习水平相对高的学生自我效能感更强，更倾向于把成败归因于内部稳定因素。（3）自我效能与网络自主学习策略呈双向正相关直接显著关系。归因内部稳定因素与网络自主学习策略呈双向正相关直接非显著关系。归因外部非稳定因素对网络自主学习策略产生直接负向显著影响。网络自主学习策略对归因外部因素只有直接负向非显著影响。根据本研究结果，对大学生网络自主学习策略的提高有以下建议。第一，大学教育应重视学生心理健康，培养学生积极向上的学习动机。第二，学校应该有意识地培训学生掌握良好的自主学习策略。第三，大学生应该增强自信心。教师应有意识增强学生的自信心。第四，面对成功或失败，教师应引导学生向稳定内部因素归因。
[Abstract]:With the development of autonomous learning in China, domestic researchers began to combine autonomous learning strategy research with educational psychology to explore the internal reasons for the differences in the use of autonomous learning strategies from a deeper level. Among them, motivation is considered to be an important factor affecting learning strategies (. Skehan (1989), and it is pointed out that strong learning motivation can lead to the use of a large number of learning strategies. Motivation factors include achievement goal orientation, self-efficacy, attribution and so on. This paper mainly selects two factors of motivation: self-efficacy and attribution, studies the relationship between self-efficacy and self-learning strategies, and how the three factors affect self-learning strategies. In this paper, 209 non-English major students of Nanjing University of Aeronautics and Astronautics were investigated by questionnaire and interview to investigate the overall use of self-regulated learning strategies and whether they were related to English proficiency. Furthermore, it explores the correlation between self-efficacy and attribution of self-learning strategies. According to the results of the study, the paper gives some suggestions on the training of self-learning strategies. The results of this study are as follows: (1) the use of autonomous learning strategies for domestic college students is still at a low level, while traditional autonomous learning strategies are still dominant. The higher the level of English, the higher the level of use of self-learning strategies. (2) as a whole, students with relatively high learning level have stronger sense of self-efficacy and tend to attribute success or failure to internal stability factors. (3) self-efficacy has a direct and positive correlation with self-learning strategies. Attribution internal stability factors and network autonomous learning strategies showed a two-way positive correlation and direct non-significant relationship. Attribution of external instability factors have a direct negative impact on network autonomous learning strategies. Network autonomous learning strategy has only a direct negative effect on attribution external factors. According to the results of this study, there are the following suggestions for the improvement of college students'autonomous learning strategies. First, college education should pay attention to students' mental health and cultivate students' positive learning motivation. Second, schools should consciously train students to master good autonomous learning strategies. Third, college students should enhance their self-confidence. Teachers should enhance their students' self-confidence. Fourth, in the face of success or failure, teachers should guide students to the attribution of stable internal factors.
【学位授予单位】：南京航空航天大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：B844.2

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