高校学术与学术支持服务对新生学校适应的影响

Effect of University’s Academic and Academic-Support Service on Freshmen’ School Adaption

采用"大学新生调查问卷"(SAQF)调查了3 749名新生,研究高校学术服务(包括课堂教学质量和学术研究氛围两个维度)与学术支持服务(主要指教学、食宿、健康设施与服务等)对新生学校适应的影响。研究发现:高校学术服务对新生学校适应有着更强的预测力,学术支持服务的影响相对较弱。课堂教学质量是影响新生学习适应和心理适应的首要因素,学术研究氛围是影响新生人际适应和生活适应的首要因素。新生在人际交往和校园生活方面适应程度较高,在大学学习和心理调节上适应程度较低。本研究提示,为促进新生学校适应,高校应着力提升课堂教学质量,营造良好的学术研究氛围。

Purpose and Theoretical Model:We define school adaption as freshmen successfully dealing with tasks or activities of academic learning, interpersonal relationship, mental adjustment, and campus life. A theoretical model is proposed in this paper to explain the internal mechanism that influences the school adaption degree of university freshmen. This model assumes that school adaption, has levels of difference, or can be distinguished between well-adaption from bad-adaption; is the result of interaction between student internal factors(such as ability and strategy in academic learning, interpersonal relationship, mental adjustment, and campus life) and university external factors(such as academic service and academic-support service). The higher the ability and strategy freshmen have, the better their school adaption level will be; the more excellent the academic service and academic-support service of the university, the better the freshmen school adaption level will be. Freshmen's school adaptation is influenced by university expectation and the self-identity of freshmen. The more positive their university expectation is and the higher their self-identity is, the better the freshmen school adaption level will be. As few empirical studies were found on external factors, this study focused on the influence of academic service and academic-support of university on freshmen school adaption to provide insights and empirical evidence to enhance freshmen guidance. Methods: 3749 freshmen were investigated using School Adaption Questionnaire for Freshmen(SAQF) to study the effect of university's academic service(mainly included two factors as quality of classroom teaching and academic research atmosphere) and academic-support service(mainly referred to teaching, accommodation and health facilities) for freshmen's school adaption. Scale validity and reliability analysis indicated that the structure of School Adaption Questionnaire for Freshmen included four factors as adaption to campus life, interpersonal relationship, psychological state(self-affirmation), and academic learning, and the α coefficients were 0.92, 0.84, 0.83 and 0.84 respectively, totally the four factor could account for 62.42% of the variance. The subscale of the academic service encompassed two factors, which were quality of classroom teaching and academic research atmosphere, and the α coefficients were both 0.90, the two factors accounted for 64.7% of the variance. The third concept of academic-support service is a one-dimension subscale, its α coefficients was 0.95, and the one factor accounted for 62.23% of the variance. These indicators showed that the SAQF had good construct validity and internal consistency reliability that could be used for further structural model study. Results: The results showed that: a. both academic service and academicsupport service had significant positive influence on freshmen's school adaption level, and these two factors could account for 55% of the variance of the adaption level. Compared with the academic-support service(its standardized path coefficientsβwas 0.08), the academic service had stronger influence on freshmen's school adaption, and itsβcoefficient was 0.69; b. the most important factor that influenced the adaption level of academic learning and psychological state was the quality of classroom teaching, and the βcoefficients were 0.42 and 0.15 respectively. The most important factor that influenced the adaption level of interpersonal relationship and campus life was academic research atmosphere, and the βcoefficients were 0.26 and 0.29 respectively; c. in general, freshmen had higher adaption level on interpersonal relationship and campus life, but lower adaption level on psychological state, and the academic learning was the lowest. Female freshmen had higher adaption level on interpersonal relationship than male students; liberal arts freshmen had higher adaption level on academic learning than medicine and science freshmen; liberal arts freshmen had higher adaption level on interpersonal relationship than engineering students. Implications: This study suggested that, to facilitate freshmen's school adaption, colleges and universities should make more efforts to improve the quality of classroom teaching and cultivate strong academic research atmosphere. In order to facilitate freshmen's adaption of academic learning and psychological state, universities should improve the quality of classroom teaching; in order to facilitate freshmen's adaption of interpersonal relationship and campus life, universities should cultivate strong academic research atmosphere. Furthermore universities should pay more attention to care freshmen's academic learning and psychological state, to medicine freshmen's adaption of academic learning, and to engineering and male freshmen's adaption of interpersonal relationship.