摘要
本研究利用本科生追踪调查数据,以学生的学习目标、学业参与、社交参与和学业成就等变量的跨年度数据为基础,依据学生发展理论,运用结构方程建立大学生的"目标-行为-成就"模型。研究发现,学生的学业成就与其父母的学历、学习目标、学业参与和社交参与存在正相关关系,其中社交参与和学业参与对学业成就的影响系数要高于其他变量,学习目标通过学业参与和社交参与等行为间接正向影响学业成就。进一步的比较研究发现,人文社会类学生的学业成就受社交参与影响更大,理工科类学生学业成就受学习目标影响更大。学生的院校层次越高,学业成就受学生个人投入(包括学业参与、社交参与和学习目标等因素)的影响越明显。
Using tracking survey data of undergraduates, this paper establishes the model of college students＂ objectives-behavior- achievement which based on the inter annual data of students＂ learning objectives, learning involvement, socialinvolvement, learning outcomes and the studentsI development theory. The study found that education of parents, learningobjectives, learning involvement, social involvement had a positive correlation with learning outcomes. The effect of socialinvolvement and learning involvement on learning outcomes was higher than other variables. Further research shows that thehigher level the university is at, the more obvious the learning outcomes under the influence of different variables are.Besides, the learning outcomes of students in the humanities and social class are more influenced by their social involvement,while the students of science and engineering students are more influenced by their learning objectives.
出处
《教育发展研究》
CSSCI
北大核心
2015年第19期21-26,共6页
Research in Educational Development
关键词
学习目标
学业参与
社交参与
学业成就
learning objectives, learning involvement, social involvement, learning outcomes
