大学生自我导向学习倾向对学业自我效能感的影响研究

Study on the Influence of Self-orientation Learning Tendency on Academic Self-Efficacy of College Students

以探讨大学生自我导向学习倾向对学业自我效能感产生的影响为研究目的,随机选取320名大学生作为调研对象,让其填写自我导向学习倾向性量表和学业自我效能感量表,并采用频率分析、描述统计分析、单因素方差分析和Pearson相关分析等统计方法对原始数据进行整理与分析,结果表明,大学生自我导向学习倾向和学业自我效能感存在年级差异,而且自我导向学习倾向的主动学习因子、有效学习因子、喜爱学习因子、开放学习因子和终身学习因子对学业自我效能感的提升具有积极作用。高校应加强大学生对自我导向学习倾向的认知,并根据不同年级大学生所侧重的自我导向学习倾向来进行针对性引导和干预,为学业自我效能感的提高提供保障。

The study explores the influence of self-orientation learning tendency on academic self-efficacy of college students,and randomly selects 320 college students as the research objects.Students finish the Self-Orientation Learning Tendency Scale and Academic Self-Efficiency Scale.Statistical approaches,such as frequency analysis,descriptive statistics analysis,one-way ANOVA and Pearson correlation analysis,are used to analyze the original data.The results show that there are differences of college students’self-orientation learning tendency and academic school work self-efficiency in different grades.Active,effective,enjoy,open and life-long learning factors positively influence academic self-efficiency.Colleges should promote college students’cognition on self-orientation learning tendency,guide and intervene self-orientation tendency of college students of different grades,to guarantee the improvement of academic self-efficiency.