大学生学习动机与学业自我概念、学习沉浸体验的关系研究

The Relationship among Learning Motivation,Aacademic Self-concept and Learning Immersion Experience of College Students

方法:研究采用问卷调查法,对1 048名大学生的学习动机、学业自我概念与学习沉浸体验进行测量。目的:探讨学习动机、学业自我概念与学习沉浸体验的相互关系,并进一步使用回归分析考察三者之间的中介效应。结果:(1)大学生学习动机与学业自我概念、学习沉浸体验均呈显著的正相关;(2)学业自我概念可以正向预测学习动机、学习沉浸体验,学习动机也可以正向预测学习沉浸体验。研究揭示,学习动机在大学生学业自我概念、学习沉浸感之间存在一定程度的中介作用。

Methods: A questionnaire survey was conducted to investigate the learning motivation,academic self-concept and learning immersion experience of 1048 College students. Objective: To explore the correlation between learning motivation,academic self-concept and learning immersion experience,and further use the regression analysis to examine the mediating effect between the three. Results:( 1) learning motivation and academic self-concept and learning immersion experience were positively correlated.( 2) college students; academic self-concept can positively predict learning motivation,learning immersive experience,learning motivation can positively predict learning flow experience. This study suggests that learning motivation has a mediating effect on academic self-concept and learning immersion among College Students.