摘要
研究将远程学习者自主学习能力分为六个方面,归因、自我效能感、学习计划、学习内容、学习方法和学习调控,并通过SPSS结构效度分析验证了这一分类。对河南省开封市所属县的电大中心380名远程学习者展开问卷调查,结果显示:归因中努力和能力对学习成绩有显著影响,自我效能感中学习能力非常强对学习成绩产生显著影响,学习计划、学习内容、学习方法、学习调控等很多重要因素都没有对成绩产生显著影响,远程学习者自主学习能力还比较低,考试准备充分、与同学或同事交流学习问题、适时调整目标对学习成绩影响显著。
In the paper, self-regulated learning ability of distance learners was divided into six parts including attribution, self- efficacy, learning plans, learning tasks, learning methods and learning controls. This classification was furtherly verified by factor analysis surveyed by SPSS. 380 distance learners of Kaifeng TV University in Henan province. The results showed that the level of effort and ability of attribution had significant influence on academic performance. ＂Learning ability was very strong＂ of self-efficacy had significant impact on academic performance. Most important factors of learning plans, learning content, learning methods and learning controls didn＇t have significant influence on academic performance. Self-regulated learning ability of distance learners was lower. Only complete exam preparation, communication learning problems with classmates and colleagues, as well as learning objectives adjustment had significant influence on academic performance.
出处
《成人教育》
北大核心
2018年第2期29-34,共6页
Adult Education
基金
2017年度河南省软科学项目"基于翻转课堂的创新人才培养模式研究与实践"
项目编号为172400410402
2014年度河南省人文社科青年项目"网络环境下远程学习者自主学习能力的调查与分析"
项目编号为2014-QN-180
关键词
远程教育
自主学习
学习成绩
影响因素
distance education
self-regulated learning
academic performance
influencing factors
