摘要
基于疫情期间上海39所本科院校在校生线上提供的64949份有效问卷,本研究设计了《本科生在线自我调节学习量表》并进行信效度检验。回归统计结果表明:家庭第一代大学生在线自我调节学习的自评得分均值显著低于非家庭第一代大学生,在控制学习动机与就业焦虑这两个潜在影响机制之后,这种差距明显缩小乃至不再显著;学习动机的解释力度最大,尤其是“努力解决学习中的问题”与“喜欢阅读与专业相关的书籍”这两项与内在动机相关的行为表征;就业焦虑对本科生在线自我调节学习有显著的负面效应;加入交互项之后的回归结果支持学习动机这一潜在变量的调节作用,进而揭示未来对家庭第一代大学生在线学习的有效干预可侧重于内在动机的激发。
Based on 64949 verified online questionnaires from 39 four-year universities in Shanghai during the COVID-19 pandemic,the current research developed the Undergraduate Online Self-regulated Learning(UOSL)questionnaire and tested its reliability and validity.The regression results show that first-generation college students self-rated UOSL scores are significantly lower than non-first-generation college students.After controlling the two latent influential mechanisms,namely learning motivation and job anxiety,this gap has shrunk substantially and become statistically insignificant.Motivation plays a major role to explain the variance in UOSL scores,especially the two behavior indicators of internal motivations such as trying hard to solve problems in learning and enjoying reading books related to their own subject fields.Job anxiety about future labor market is significantly associated with lower UOSL scores.After adding the interaction between the first generation status and learning motivation,the mediating role of motivation as a latent variable is supported by the regression result.This finding furthermore reveals that the future effective intervention for online learning of the first-generation college students can focus on the internal motivation.
作者
郭娇
丁沁南
樊苗苗
GUO Jiao;DING Qinnan;FAN Miaomiao(Institute of Higher Education,East China Normal University,Shanghai 200062,China)
出处
《复旦教育论坛》
CSSCI
北大核心
2022年第1期5-12,共8页
Fudan Education Forum
基金
教育部人文社会科学研究规划基金项目“基于Trace-SRL的本科生在线学习行为分析”(21YJA880014)。
关键词
自我调节学习
家庭第一代大学生
在线学习
学习动机
self-regulated learning
first-generation college students
online learning
learning motivation
