摘要
对我国东、中、西部3个省份18所大学共7594名学生的学习策略使用情况、学习策略和学生背景特征变量的关系进行研究,结果显示:大学生学习策略总体使用水平较高(3.46),其中,认知策略使用水平为3.48,资源管理策略为3.47,元认知策略为3.44。大学生学习策略使用水平在性别、省份、父母受教育程度、是否担任学生干部、社会经历和学习成绩等背景变量方面存在显著差异。大学生学习策略和学生认知策略、元认知策略和资源管理策略这三个维度之间存在着显著相关。
A total of 7594 Undergraduates from eighteen universities participated the survey, which includes student's learning strategies, the relationship between learning strategies and student's backgrounds. Findings indicated that, the total level of Undergraduates learning strategies is 3.46. As for those specific learning strategies, the using levels of cognitive strategies,resource management strategies and metacognitive strategies are 3.48,3.47,3.44. There are significant differences of learning strategies among different variables of students' backgrounds. For example, students with n-gender show significant differences on using learning strategies. Other significant differences have been found in students whose parents have varied educational degrees and student with different social experiences. There are significant correlations between learning strategies and cognitive strategies,metacognitive strategies and resource management strategies.
出处
《中国高教研究》
CSSCI
北大核心
2014年第4期25-30,共6页
China Higher Education Research
基金
国家社会科学基金项目"现阶段提升大学生创业技能的政策支撑体系研究"(项目编号:10BGL043)
教育部哲学社会科学研究重大课题攻关项目"民办学校分类管理政策研究"(项目编号:11JZD043)
国家自然科学基金重点项目"中国教育资源配置理论与重大现实问题研究"(项目编号:71133002)的阶段性成果
关键词
大学生
学习策略
认知策略
元认知策略
资源管理策略
undergraduate
learning strategy
cognitive strategy
metacognitive strategy
resourcemanagement strategy