大学生认识信念研究

发布时间：2018-01-13 15:11

本文关键词：大学生认识信念研究　出处：《南京师范大学》2011年博士论文　论文类型：学位论文

【摘要】：认识信念是指学习者对知识、学习现象和经验所持有的直觉和潜在的认识,涉及对知识和学习的本质、形式、过程、条件、结果评价等一系列问题的认识。本研究在广泛占有文献的基础上,针对当前认识信念研究中存在的问题,采取实证研究为主、理论分析为辅的策略,使用问卷调查法、实验法、访谈法等多种研究方法,以自编的大学生认识信念问卷、行动控制问卷、Biggs的学习过程问卷修订版以及单类内隐联想测验(SC-IAT)为工具,对大学生认识信念的结构、发展特点、对学习的影响、教学十预等进行了系统研究,得出如下主要结论： 1.大学生的认识信念由知识确定性、知识简单性、知识的获得、学习的能力、学习的速度、学习的价值六个因素构成。大学生的认识信念结构是双重的,外显认识信念和内隐认识信念是相对独立的。 2.大学生外显认识信念的整体发展趋势是随年级升高而逐渐上升的,大三与大四的发展水平高于大一与大二。不同性别大学生外显认识信念的年级发展趋势存在不同的特点：男生在大二年级出现明显的低谷,女生则不明显。不同专业大学生外显认识信念的年级发展趋势大致相同,但发展速度不同：大、大二时不同专业学生的发展水平不存在显著差异,大三、大四时存在显著差异。不同学校类型大学生外显认识信念的年级发展趋势大致相同。 3.大学生内隐认识信念的整体发展趋势是随年级升高而逐渐上升的,大一年级处于整个发展阶段的最低点,显著低于大二、大三、大四的发展水平。不同性别大学生内隐认识信念的年级发展趋势基本相同,大三是内隐认识信念发展的最高点。不同专业大学生内隐认识信念的年级发展趋势略有不同,表现为大二时文科生的内隐认识信念发展水平处于最低点,而此时理科生的内隐认识信念水平却处于最高点。 4.大学生的认识信念对其学习过程有重要影响,具体表现在：(1)大学生的认识信念对行动控制既存在显著的直接影响,也通过表层动机和深层动机对行动控制产生间接影响。(2)大学生的认识信念对表层策略既存在显著的负向影响,也通过表层动机对表层策略产生间接影响。大学生的认识信念通过学习动机、行动控制对深层策略产生间接影响。(3)大学生的认识信念对表层学习方式有显著的负向影响,对深层学习方式有显著的正向影响,行动控制在认识信念与深层学习方式之间起着部分中介作用。 5.教学干预有效提升了大学牛的认识信念水平,且对不同认识信念水平的学生都具有长时有效性。
[Abstract]:Cognitive belief refers to the learners' intuition and potential understanding of knowledge, learning phenomena and experience, which involves the nature, form, process and conditions of knowledge and learning. Results Evaluation and a series of issues. Based on the extensive possession of literature, this study takes the strategy of empirical research, supplemented by theoretical analysis, in view of the problems existing in the current cognitive belief research. Using questionnaire, experiment, interview and other research methods, self-designed questionnaire for college students' cognition and belief, action control questionnaire. The revised version of Biggs's learning process questionnaire and the single class implicit association test (SC-IATA) were used as tools to analyze the structure, developmental characteristics and learning effects of the cognitive beliefs of college students. Based on the systematic research, the main conclusions are as follows: 1. College students' cognitive beliefs are composed of six factors: knowledge certainty, knowledge simplicity, knowledge acquisition, learning ability, learning speed and learning value. Explicit cognitive belief and implicit cognitive belief are relatively independent. 2. The overall development trend of explicit cognition and belief of college students is rising gradually with the increase of grade. The development level of junior and senior students is higher than that of freshmen and sophomores. There are different characteristics in the grades of explicit cognition and belief of students of different genders: male students in sophomore grade appear obvious trough. Female students are not obvious. The trend of grade development of explicit cognition and belief in different majors is roughly the same, but the speed of development is different: there is no significant difference in the development level of different majors in university and sophomore. There were significant differences in senior year. The trend of grade development of explicit cognition and belief in different types of school students was roughly the same. 3. The overall development trend of implicit cognition and belief of college students is rising with the increase of grade, the lowest point of the whole development stage of freshman is lower than that of sophomore and junior. The development level of senior students. The trend of grade development of implicit cognition and belief of different genders is basically the same. The third year is the highest point of the development of implicit cognitive belief. The grade development trend of implicit cognitive belief of different majors is slightly different, which shows that the level of the development of implicit cognitive belief is at the lowest point in the sophomore year of arts students. At this time, the level of implicit understanding and belief of science students is at the highest point. 4. The cognition and belief of college students have an important influence on their learning process, which is manifested in: 1) the cognitive belief of college students has a significant direct effect on the control of action. Also through the surface motivation and deep motivation have indirect influence on the action control. (2) College students' cognition belief has significant negative influence on the surface strategy. It also has indirect influence on surface strategy through superficial motivation. The cognitive beliefs of college students are influenced by learning motivation. Action control has an indirect effect on deep learning strategies. (3) College students' cognitive beliefs have a significant negative impact on the surface learning style and a significant positive impact on the deep learning style. Action control plays an intermediary role between cognitive belief and deep learning style. 5. Teaching intervention can effectively improve the level of cognition and belief of university cattle, and it is effective for students with different levels of cognition and belief for a long time.
【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：B844.2

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