内部归因有助于激发学习动机?——基于开放教育学习者自我效能感中介效应的分析

Can Internal Attributions Help Open Education Learners Motivate Learning Motivation? Analysis Based on the Mediating Effect of Self-efficacy

学习动机是成人学习的原动力。本研究以开放教育学习者为对象,采用标准化量表调查这一群体的学习动机、自我效能感、内控性进行调查,经差异显著性检验与中介检验发现:1)开放教育学习者学习动机水平良好、职业发展为首要学习动机,自我效能感高于理论值,内控性高于常模;2)开放教育学习者学习动机、自我效能感、内控性在性别、婚姻、户籍、受教育程度、职称、经济收入等呈显著差异;3)开放教育学习者学习动机、自我效能感和内控性呈显著相关并可建立回归模型,自我效能感在内控性影响学习动机的过程中,发挥38.6%的中介效应。

Learning motivation is the driving force of adult learning.Taking open education learners as participants,the author investigated learning motivation through the standardized scale to the psychological control source and self-efficacy.The results showed that:(1)Open education learners have proper motivation to learn,and career development is the primary concern of learning;Self-efficacy is higher than the theoretical value;And internal control is higher than the norm.(2)Open education learners have significant differences in learning motivation,self-efficacy,and psychological control sources in terms of gender,marriage,household registration,level of education,professional title,and economic income.(3)Open education learners'psychological control sources,self-efficacy,and learning motivation are significantly correlated and can establish a regression model.Through self-efficacy,38.6%effect is exerted in the process of psychological control sources affecting learning motivation,which provide a reference for the instruction of open education.