大学生学习动机、学习策略、学习投入特点及年级差异

Characteristics and Differences in Grade of College Students' Learning Motivation,Learning Strategy and Learning Engagement

目的:探讨大学生学习动机、学习策略、学习投入的基本情况及其在年级变量上的差异。方法:采用横断研究,对西藏3所高校的413名大学生进行问卷测查。结果:大学生学习动机总体水平一般(x珋=3.08),成就型动机维度上得分最高(x珋=3.11),在深层型动机(F=3.19,P<0.05)、成就型动机(F=2.77,P<0.05)两个维度及总体(F=2.71,P<0.05)上存在显著的年级差异;学习策略各个维度及总分上不存在显著差异;大学生学习投入呈中等水平(M/Item=4.43),奉献的分值最高(M/Item=4.61),在活力(F=8.08,P<0.001)、奉献(F=3.46,P<0.05)及总投入(F=4.89,P<0.01)上存在显著的年级差异。结论:西藏高校大学生学习动机、学习投入呈中等水平,大二学生相对较好,应加强对其他年级在动机与投入方面的激发与引导;大一学生学习策略相对较好,应加强对高年级学生学习策略的维持与优化教育。

Objective ： To discuss the characteristics and differences in grade of college students＇learn- ing motivation, learning strategy and learning engagement. Methods： We used the method of cross section- al study to survey college students from five colleges in Tibet with questionnaire. Results：The results showed that, the overall level of students learning motivation was normal （χ= 3.08 ）, scores in achieve- ment motivation dimension was the highest （ χ= 3. 11 ）, differences of scores in deep motivation （ F = 3.19 ,P 〈0.05 ）, achievement motivation （ F = 2.77, P 〈 0.05 ） and the overall level （ F = 2.71, P 〈 0.05 ） were significant. Differences of scores in every dimension and overall level of learning strategy were insignificant. College students＇ learning engagement presented a＇ medium level （ M/Item = 4.43 ）, scores in dedication was the highest （ M/Item = 4.61 ） , differences of scores of grade in vigor （ F = 8.08, P 〈 0. 001 ） ,dedication （ F = 3.46, P 〈 0.05 ） and total engagement （ F = 4.89, P 〈 0.01 ） were significant. Conclusion：Learning motivation and learning engagement of college students in Tibet present medium level, the sophomore is relatively good, we should strengthen the power in stimulating and guiding in the aspects of motivation and engagement of other grades. Learning strategies of freshman are relatively good, we should strengthen the power in maintaining and optimizing students＇ learning strategies in high grade.