心理学专业毕业论文 - 图文

淮北师范大学

2014届学士学位论文

大学生学习策略与学习自我效能感

的关系

学院、专业 教育学院应用心理学 研 究 方 向 学 生 姓 名 李莉 学 号 20100404024 指导教师姓名 王翠艳 指导教师职称 讲师

年 月 日

大学生学习策略与学习自我效能感的关系

摘 要 本研究通过调查以了解当代大学生学习策略与学习自我效能感的关系

为目的，以淮北师范大学350名大学生为研究的对象，采用Biggs的学习过程问卷与梁宇颂、周宗奎参考Pintrich和DeGroot(1990)编制的学习自我效能感问卷进行调查，采用了分层抽样的方法测查了不同年级、性别、生源的大学生在不同学习策略、不同学习效能感的特点并分析了学习策略与学习效能感的关系。研究结果表明：1、男生的深层策略明显高于女生，男生的成就策略明显高于女生。2、男生的学习能力效能感明显高于女生。3、城市大学生的学习行为效能感明显高于农村大学生。4、随着年级的增长，成就策略逐渐增加，学习能力效能感也逐渐增加。5、学习策略与学习自我效能感呈显著相关，其中表层策略与学习自我效能感各因子呈负相关，深层策略、成就策略与学习自我效能感各因子呈正相关。 关键词 大学生；学习策略；学习自我效能感

Abstract

This study surveys to understand the contemporary college students the relationship between learning strategies and self-efficacy of Huaibei Normal University, 350 college students as the object of study . It adopts 2 types of questionnaire: Questionnaire of perceived academic self-delicacy by Liang Yu song and Zhou Zongkui referring to Pintrith and DeGroot and Questionnaire of academic strategy by Biggs , using a stratified sampling method of investigations were in different grades , gender, students in different learning strategies of university students, learning efficacy of different characteristics and learning strategies and study analyzed the efficacy of relationships. The results showed that: 1 , Deep strategy of boys significantly higher than that of girls , achievement strategies of boys significantly higher than that of girls . 2 , Learning efficacy of boys significantly higher than that of girls . 3 , City college students learning behavior efficacy was significantly higher than rural students . 4 , With grade growth strategy of increasing achievement , learning efficacy is gradually increasing. 5 , Learning strategies significantly associated with self-efficacy study , it showed that the surface learning strategies and learning self-efficacy was negatively correlated with each factor while deep strategy , the success strategies and the learning self-efficacy was positively correlated with each factor .

Keywords: normal university student; learning strategies; self-efficacy

目 录

1 文献综述 ................................................................................................................... 1 2 研究过程 ................................................................................................................... 2

2.1 被试 ................................................................................................................. 2 2.2 研究工具 ......................................................................................................... 3

2.2.1 学习策略量表 ....................................................................................... 3 2.2.2 学习自我效能感量表 ........................................................................... 4 2.3 数据处理 ......................................................................................................... 4 3 研究结果 ................................................................................................................... 4

3.1 不同性别学习策略与学习效能感的关系 ..................................................... 4 3.2 不同生源地学习策略与学习效能感的关系 ................................................. 5 3.3 不同年级的学习策略与学习效能感的关系 ................................................. 6 3.4 学习策略与学习自我效能感的相关关系 ..................................................... 7 3.5 学习策略与学习自我效能感之间的回归分析 ............................................. 7

3.5.1 以学习能力效能感为因变量的回归分析 ........................................... 7 3.5.2 以学习行为效能感为因变量的回归分析 ........................................... 8

4 分析与讨论 ............................................................................................................... 8

4.1 大学生学习策略的特点 ................................................................................. 8

4.1.1 大学生学习策略的性别差异 ............................................................... 8 4.1.2 大学生学习策略的年级差异 ............................................................... 9 4.2 大学生学习自我效能感的特点 ..................................................................... 9

4.2.1 大学生学习自我效能感的性别差异 ................................................... 9 4.2.2学习自我效能感的生源地差异 ............................................................ 9 4.2.3 学习自我效能感的年级差异 ............................................................... 9 4.3 大学生学习策略与学习自我效能感之间的关系 ....................................... 10 5 研究结论 ................................................................................................................. 10 参考文献 ..................................................................................................................... 11 附录 ............................................................................................................................. 12