摘要
本研究以新疆901名少数民族大学生为对象,考察学业自我效能感、学习策略和学业成就的关系。研究发现:(1)少数民族大学生学业自我效能感、学习策略和学业成就的整体水平均较高;(2)学业自我效能感在是否独生、年级、专业与汉语水平上存在显著差异,学习策略在是否独生、专业与汉语水平上存在显著差异,学业成就在性别、是否独生、年级与汉语水平上存在差异;(3)学业自我效能感正向影响学习策略和学业成就,学习策略对学业成就也具有正向预测作用;(4)学习策略在学业自我效能感对学业成就的影响中起到部分中介作用。
Taking 901 ethnic college students in Xinjiang as research subjects, this study examines the relationship among their academic self-efficacy, learning strategies and academic achievement. The findings show that 1) their overall level of self-efficacy, learning strategy and academic achievement are rather high;2) there are significant differences in their academic self-efficacy in terms of grade, major, Chinese level and whether the student is the only child of the family, there are significant differences in learning strategy in student’s major, Chinese level and whether the student is the only child, and academic achievement differs in gender, grade, Chinese level and whether the student is the only child;3) academic self-efficacy has a positive influence on learning strategies and academic achievement, learning strategy also has a positive predictive effect on academic achievement;and 4) learning strategies play a part of mediating role in the influence of academic self-efficacy on academic achievement.
作者
蔡文伯
杨丽雪
CAI Wen-bo;YANG Li-xue(Teachers College,Shihezi University,Shihezi,Xinjiang 832003)
出处
《民族教育研究》
CSSCI
北大核心
2019年第1期83-90,共8页
Journal of Research on Education for Ethnic Minorities
基金
2016年国家自然科学基金项目"新疆少数民族高等教育优惠政策的失衡与优化研究"(项目编号:71663044)的阶段性成果
关键词
少数民族大学生
学业自我效能感
学习策略
学业成就
中介效应
ethnic college students
academic self-efficacy
learning strategies
academic achievement
mediating effect
