机构地区: 广东金融学院工商管理系
出 处: 《心理技术与应用》 2017年第2期89-98,共10页
摘 要: 积极的学习动机与自主学习策略的结合是大学生学习绩效达成的必然路径,但学术界对大学生自主学习的绩效实现机制研究并不深入。该研究抽取699名在校大学生为研究样本,控制班级氛围、师生关系、学习难度、学习投入时间等变量进行了一系列回归分析,以探析学习动机、自主学习策略与学习绩效的相互关系。结果显示:自主学习策略是达成学习绩效的关键性路径;学习动机对学习策略的绩效促成有着显著的调节效应,其中,深层动机和成就动机的调节效应为正,而表层动机的调节效应并不明显。此外,该研究还对提升大学生学习绩效的实践方案进行了分析讨论。 Students should combine learning motivation and autonomy strategy to achieve learning performance,but researchers can not highlight its mechanisms. In this research,699 college students are sampled and a series of regression analysis were conducted to explore the relationship among learning motivation,learning autonomy and performance with several variables were controlled,such as learning circumstance,teacher,learning difficulty,and learning time. The results indicate that learning autonomy is the vital way to facilitate learning performance as a key factor,while deep and achieving motivation can moderate it positively and surface motivation does insignificantly.