大学生学习自主性的特点及其与学业情绪的关系

General Learning Autonomy of College Students and Its Relationship with Academic Emotion

目的考察大学生学习自主性的特点及其与学业情绪的关系。方法采用大学生学业情绪问卷和大学生学习自主性量表对252名大学生进行施测。结果①学业等级不同组的大学生在自我调控(F=0.388,P<0.001)、学习策略(F=5.019,P<0.01)、内容与环境(F=4.228,P<0.05)、学习动机(F=8.54,P<0.001)和学习自主性总分(F=8.11,P<0.001)上具有显著性差异;②大学生的学习自主性在性别和专业上无显著差异;③学业情绪与学习自主性存在显著正相关(r=0.274,P<0.001);④回归分析表明,积极高唤醒学业情绪对学习自主性具有显著的预测作用(R2=0.163,β=0.473,t=5.461;P<0.001)。结论中上学业等级的大学生学习自主性显著高于其他学业等级的大学生;大学生学习自主性与学业情绪之间相互影响;积极高唤醒的学业情绪可提高大学生的学习自主性。

Objective To measure the general autonomous learning of college students and its relationship with academic emo- tion. Methods A total of 252 college students were measured. Main measure tools included：University Students＇ Academic Emo- tion Questionnaire and Autonomy in Learning Rating Sale. Results ①There were significant differences in scores of self-regula- tion（F=0. 388,P〈0. 001）,learning strategies（F= 5. 019,P〈0. 01） ,content and the environment （F= 4. 228,P〈0. 05） ,learning motivation （F=8.54,P〈0. 001）and the total score of academic autonomy （F=8. 11,P〈0. 001）among different academic levels. ②The learning autonomy between different gender and major students had no significant differences. ③Academic emotions had significantly positive correlation with learning autonomy （r= 0. 274,P〈0. 001）. ④Regressions analysis showed that the positive high arousal emotion had a significantly positive affect of forecast（R2=0. 163,β=0. 473,t=5. 461,P〈0. 001）. Conclusion College students＇ learning autonomy with upper academic level is significantly higher than that of other academic levels;Learning au- tonomy and academic emotion of college students impact each other ;Academic emotion of positive high arousal can promote college students＇ learning autonomy.