留守儿童的学习适应性及其与学习动机、学习策略的关系

Relationship between Learning Motivation, Learning Strategies and Learning Adaptability of Left-behind Children

以探讨留守儿童学习适应性的特点和学习动机、学习策略对留守儿童学习适应性的影响为目的。采用测量法,测查283名留守儿童学习适应性、学习动机和学习策略。调查结果表明:留守儿童学习策略、学习适应在部分维度上存在显著的性别差异;留守儿童学习适应分别与学习动机和学习策略存在不同程度的相关。学习动机和学习策略的教育干预可以有效改善留守儿童的学习适应状况。

Objective To explore the Relationship between learning motivation, learning strategies and learning adaptability. Methods A total of 283 left-behind children were selected to investigate their learning adaptability, learning motivation and learning strategies through questionnaire. Results Left-behind children differing in sexes varied significantly in some indexes of learning strategies and learning adaptability. There was significant relationship between learning adaptability and learning motivation.Learning strategies has a significant relationship with learning adaptability. Conclusion Learning strategies and learning motivation of educational interfering are effective acts of improving left-behind children＇ s learning adaptability.