大学生学习自主性与学业情绪、自我同一性的关系探究

On Relationship among College Students’Learning Autonomy,Academic Emotion and Self-identity

目的:探讨大学生学习自主性与学业情绪、自我同一性间的相互关系。方法:采用分层随机抽样法,选取xx大学的926名在读大学生作为调查对象,向受试者发放量表进行学习自主性、学业情绪及自我同一性调查。根据调查结果,分析学习自主性、学业情绪、自我同一性三者间的相关性。结果:在性别方面,除了消极低唤醒评分男女生对比有显著性差异外,其余学业情绪各维度及学习自主性、学业情绪各维度评分比较,差异均无统计学意义(P>0.05)。在年级方面,各年级大学生的学习动机、学习策略、消极高唤醒、消极低唤醒评分比较,差异均有统计学意义(P<0.05)。在学业等级方面,不同学业等级大学生的学习自主性及学业情绪各维度评分比较,差异均有统计学意义(P<0.05)。相关性分析显示,大学生学习动机和学习策略,均与积极高唤醒、积极低唤醒、同一性获得、同一性延缓呈正相关,均与消极高唤醒、消极低唤醒、同一性早闭、同一性扩散呈负相关(P<0.05);积极高唤和积极低唤醒,均与同一性获得、同一性延缓呈正相关,与同一性早闭、同一性扩散呈负相关(P<0.05)。结论:大学生的学习自主性处于中等偏上水平,学业情绪、自我同一性与学习自主性密切相关,提升大学生的自我同一性与学业情绪体验,有助于增强其学习自主性。

This paper aims to explore the relationship among college students’learning autonomy,academic emotion and self-identity.926 undergraduates from XX University were selected as the subjects by stratified random sampling.Questionnaires were issued to the subjects to investigate their learning autonomy,academic mood and self-identity.The correlation among learning autonomy,academic emotion and self-identity was analyzed.Results show that there are significant differences between male and female students except for the negative low arousal score.There are no significant differences in other dimensions of academic emotion,learning autonomy and Academic Emotion(P>0.05).In terms of grade,there were significant differences in learning motivation,learning strategies,negative high arousal and negative low arousal scores among students of all grades(P<0.05).In terms of academic grade,there were significant differences in the scores of autonomy and emotional dimensions among college students of different academic grades(P<0.05).Relevance analysis shows that learning motivation and learning strategies of college students are positively correlated with positive high arousal,positive low arousal,identity acquisition and identity delay,and negatively correlated with negative high arousal,negative low arousal,early closure of identity and identity diffusion(P<0.05);positive high arousal and positive low arousal are positively correlated with identity acquisition and identity delay,and were positively correlated with the same.There is a negative correlation between premature closure and identity diffusion(P<0.05).It is concluded that the learning autonomy of college students is on the upper middle level.Academic emotions and self-identity are closely related to learning autonomy.Improving college students’self-identity and academic emotional experience can help to enhance their learning autonomy.