摘要
目的 探究大学生学习动机、学习信念与自我导向学习之间的关系。方法 采用学习动机量表、学习信念量表、自我导向学习倾向性量表对1 100名大学生进行调查,通过中介效应检验分析三者之间的关系。结果 (1)学习动机与自我导向学习呈正相关,学习动机与学习信念呈正相关,自我导向学习与学习信念呈正相关。(2)自我导向学习在学习动机和学习信念之间起部分中介作用。结论 学习信念、自我导向学习可以直接影响学习信念,也可以通过自我导向学习间接影响学习动机。
Objective To investigate the relationship between learning motivation, learning belief, and self-directed learning of college students. Methods One thousand and one hundred college students were investigated by the Learning Motivation Scale, Learning Belief Scale and Self-Directed Learning Tendency Scale, and the mediating effect was tested to analyze the relationship between them. Results(1) There was a significant positive correlation between learning motivation and self-directed learning, between learning motivation and learning belief, and between self-directed learning and learning belief.(2) Self-directed learning mediated the relationship between learning motivation and learning beliefs to some extent. Conclusion Learning beliefs and self-directed learning can directly affect learning beliefs, and self-directed learning can indirectly affect on learning motivation.
作者
张丽
王林召
Zhang Li;Wang Linzhao(College of Food Science and Technology,Guangdong Ocean University,Zhanjiang 524088;Student Affairs Office,Guangdong Ocean University,Zhanjiang 524088,China)
出处
《校园心理》
2022年第4期282-285,共4页
Journal of Campus Life & Mental Health
基金
广东省高等学校思想政治教育研究会项目(2015SZY061)
广东海洋大学校级教育教学改革项目(113)
广东海洋大学学生工作科研课题(Gdouxs202119)。
关键词
学生
动机
文化
自我导向学习
Student
Mmotivation
Culture
Self-directed learning
