摘要
通过对1100名大学生的问卷调查,构建大学生的认识信念影响学习过程的整体模式,揭示行动控制的中介作用。结果表明:(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存在显著的负向影响,对深层策略存在间接的显著的正向影响;(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方式之间起着部分中介作用。
This study, by using questionnaires to survey 1100 college students, aims to construct the integrative model for college students＇ epistemological beliefs to influence their learning process, and explore the intermediary role of action control. The results show the following： （1） The college students＇ epistemological beliefs have a significantly direct effect on their action control, and an indirect effect on their action control via surface and deep motivations; （2） their epistemological beliefs have a significantly negative effect on their surface strategy, and a significantly positive effect on their deep strategy; （3） their epistemological beliefs have a significantly negative effect on their surface learning approaches, and a significantly positive effect on their deep learning approaches; action control partially mediates between their epistemological beliefs and their deep learning approaches.
出处
《中国特殊教育》
CSSCI
北大核心
2013年第6期74-78,共5页
Chinese Journal of Special Education
基金
山东省高等学校人文社科项目"大学生认识信念的结构
特点及其对学习的影响研究"(项目批准号J12WH04)的研究成果
关键词
认识信念
行动控制
学习策略
学习方式
大学生
epistemological belief
action control
learning strategy
learning approach
college student
