摘要
男女大学生性别差异会导致学习动力方面的差异,为找出影响男女大学生学习的潜在因子及相互作用关系,将计划行为理论和结构方程模型相结合来建立男女大学生学习动力模型,对上海理工大学1 398名学生的有效调查样本进行分析。结果表明,知觉行为控制变量可以作为实际控制条件的替代策略指标来直接预测行为发生的可能性,相比之下学习态度和学习行为规范对学习行为的影响相对较小,并在进一步的因子荷载比较分析中得出:三大变量的潜在要素对男女大学生学习动力的影响及其程度存在很大的差异,如女生的学习行为更加积极,男生则在自我学习控制能力和学习方法上难以适应要求,男女生普遍认为教课方式和课堂内容缺乏吸引力,女生对学习环境的要求更明显等。
The gender differences can result in the differences of learning motivation between male and female college students. To find out the potential study influence factors, a learning-motivated model of male and female college students was built by combining the theory of planned behavior with a structur- al equation model, and applied to analyze the valid 1 398 survey samples from University of Shanghai for Science and Technology. The result indicates that the variable of perception behavior control as an alternative strategy of actual control conditions, can forecast directly the probability of study behavior occurrence. In comparison, the learning attitude variable and the learning behavior norm variable exert less influence on learning behavior. Further more, the degree of influence of potential factors in the three variables was obtained by a comparative analysis of factors load, which provides scientific basis for a school to adopt corresponding educational measures and policies.
出处
《上海理工大学学报（社会科学版）》
2013年第4期369-375,共7页
Journal of University of Shanghai for Science and Technology：Social Sciences Edition
基金
上海市高等教育学会课题资助项目(ZCGOJ31-11)
关键词
男女大学生
学习动力
计划行为理论
结构方程模型
调查研究
male and female undergraduates
learning motivation
planned behavior theory
structural equation model
investigation
