中学生自我导向学习倾向性与感知的学校气氛的关系

The Relationship between Middle School Students' Self-directed Learning and Perceived School Climate

目的:了解中学生的自我导向学习倾向性及感知的学校气氛的现状,探究中学生的自我导向学习倾向性及感知的学校气氛两者之间的关系。方法:采用中学生自我导向学习倾向性量表和学校气氛问卷对321名中学生进行调查。结果:(1)男生在主动学习因子(t=-2.369,P<0.05)、开放学习因子得分(t=-3.294,P<0.05)均显著低于女生;男生在同学关系维度得分(t=-2.843,P<0.05)显著低于女生;(2)学校气氛各维度与自我导向学习倾向性各因子存在显著相关(r=-0.340~0.369,P<0.05);(3)学校气氛的不同维度对自我导向学习倾向性的部分因子存在不同程度的显著预测作用。结论:良好的学校气氛有助于中学生自我导向学习能力的培养。

Objective： To investigate current situation of middle school students＇ self directed learning and perceived School climate, and explore the relationship between self--directed learning and perceived school climate. Methods： 321 middle school students were investigated by the school climate questionnaire and middle school students＇ self- directed learning scale.Results： （1）The scores of boys in active learning factors （t =-2.369 ,P〈0.05）and open learning factors（t = 3.294, P〈0.05） were significantly lower than those of girls;the scores of boys in the dimension of the re- lationship between students（t =-2.843,P〈0.05）was significantly lower than that of girls;（2）There were significant correlations between the dimensions of school climate and self--directed learning factors（P〈0.05）;（3） Different di- mensions of school climate had significant predictive effects on self--directed learning factors. Conclusion： A good school atmosphere is conducive to the development of middle school students＂ self--directed learning ability.