霍兰德理论视域下学生投入对不同学科学习成果的影响

Effects of Student Engagement on the Relationship between Academic Disciplines and Learning Outcomes from the Perspective of Holland's Theory

本文借鉴霍兰德理论框架,采用结构方程模型,基于中山大学2014年度学生学习状况调查数据,分析学生所就读的学科、投入状况与学习成果之间的关系,重点探究学生投入作为学科和学习成果之间的中介作用。分析发现,学生所就读学科与学习成果之间存在复杂的关系,且因不同的学生投入表现而不同。其中,学生所就读学科与其投入状况及学习成果显著直接相关,学生投入与学习成果显著直接正相关,部分学科通过学生投入与学习成果间接相关:文科和工科通过学生投入与社会人文思辨能力、基本理科能力和自我发展能力等学习成果分别呈显著间接正相关和显著间接负相关,社科与社会人文思辨能力通过学生投入显著间接正相关,学生投入在理科和医科与学习成果之间起到了一定的显著中介作用。研究结果表明,本科人才培养应针对不同学科特点制定各具特色、融合发展的人才培养方案和策略,最大限度地提高学生投入和学习成果。

The research investigated the relationships among students＇ academic disciplines, levels of engagement, and learning outcomes from the perspective of Holland＇ s person-environment theory. The study focused on the role of student engagement as a mediator in the relationships between academic disciplines and learning outcomes. From the structural equation modeling and analysis of the data of 3,507 seniors who participated in the 2014 Student Survey of Higher Learning in Sun Yat-Sen University, results revealed that students＇ academic disciplines were significantly related to levels of engagement and learning outcomes. Student engagement was also significantly related to learning outcomes. In addition, some academic disciplines were indirectly related to learning outcomes through levels of engagement, which is statistically significant, positively and negatively respectively for the students in the liberal arts and engineering disciplines, and partially held true for the students in the social science, science and medical disciplines. The results would be helpful to deepen our understanding of the college student learning and college outcomes, providing important reference for the institutions which focus on the student-centered and learning centered cultivation programs.