大学生的学习观及其与学习动机、自我效能感的关系

The Relationship among College Students' Conception of Learning,Learning Motivation and Self-Efficacy

文章采用大学生学习观问卷、大学生学习动机量表(WMI)、一般自我效能感量表(GSES)及学习效能感量表,对254名被试大学生进行问卷调查,并对部分学生进行访谈。结果表明:大学生的学习观总体上是倾向于建构性的;文理科学生、本专科学生在学习观的各维度得分上不存在显著差异;大学生的学习观与其内生动机、一般自我效能感、学习效能感存在显著正相关,但与外生动机多为显著负相关;学业自我体验与学习过程观是大学生内生动机的有效预测变量,学业自我体验也是大学生一般自我效能感和学习效能感的有效预测变量。

To measure college students＇ conception of learning and its relationship with learning motivation and self-efficacy, the writers of this paper handed out three questionnaires to 254 college students when carrying out their investigation ： the working motivation inventory（WMI） and general self-efficacy scale（ GSES）, and learning self-efficacy scale. The results show that college students＇ conception of learning is basically constructive where differences do not occur between students of arts and students of science. Positive correlation has been found in college students＇ conception and their intrinsic motivation, general self-efficacy, and learning self-efficacy; while negative correlation found in students＇ conception of learning and extrinsic motivation. The academic self-experience and the learning process of college students are all valid predictive variables for intrinsic motivation, general self-efficacy and learning self-efficacy of college students.