远程教育学生学校归属感对学习绩效的影响实证研究

Empirical Research on Influence of School Belonging on the Students’ Academic Performance in Distance Education

情感缺失是影响现代远程教育学生学习绩效的重要因素。文章在分析需要层次理论与参与——认同模型的基础上,认为加强对学生的支持服务、引导学生参与各类活动能有效提高学生学校归属感,进而对学习绩效产生积极作用。研究对中国地质大学远程教育在校学生进行为期一年的分组对比实验,并对研究数据采用模糊综合评判等方法进行分析,发现学校归属感的提升对促进远程教育学习绩效的提高具有积极意义。

Affection is one of the important factors which influence on students＇ academic performance. Based on the analysis of hierarchy of needs theory and participation-identification model, the author believes that the strengthened supportive service and the guidance to the students in taking part in various school activities to improve the students＇ school belonging are beneficial for forming students＇ better academic mood, and thus having positive effects on the students＇ academic performance. The research takes the students in distance education in China University of Geosciences as study subjects to carry out the group contrast experiment for one year, and analyze the data with fuzzy comprehensive evaluation, etc. The results show that there is a positive influence of the students＇ school belonging on improving their academic performance in distance education.