大学生学习行为投入对学业成绩影响的实证研究——基于课程认知目标和向学/厌学的中介效应视角

An Empirical Study on Influences of College Students’ Learning Behavior Input on Academic Performance——From the Perspective of Intermediary Effect of Curriculum Cognition Goal and Learning or Weariness of Learning

大学生的学习行为、认知、情感投入,对其学业成绩存在着重要影响。本研究基于某高校连续追踪3年的736名大学生学情调查数据,采用定量分析模型及多元线性回归验证大学生学习行为投入与学业成绩之间的相关关系,并使用依次检验和Sobel检验探究学习认知、情感投入在这一关系中的中介作用。研究发现:(1)学习行为投入中的课程学习行为、课外拓展性学习行为、主动合作学习水平都对学业成绩存在显著的正向影响,生师互动对大学生学业成绩表现出负面影响。(2)课程认知目标在学习行为投入对学业成绩的影响过程中起到的中介作用较小,向学/厌学则发挥了较为重要的中介作用。

College students’ learning behavior, cognition and emotional investment have an important impact on their academic performance. This paper, based on the investigation data from 736 students of a college in three years, uses the quantitative analysis model and multiple linear regression to verify the correlation between students’ learning behavior and their academic performance, and uses sequential test and Sobel test to explore the mediating role of learning cognition and emotional involvement in the correlation relation. The results show that, among multiple learning behaviors, curriculum learning, extracurricular extended learning and active cooperative learning have a significant positive impact on academic performance, while the student-teacher interaction has a negative impact on college students’ academic performance;the cognition goal on the curriculum plays a relatively small intermediary role in the process of the impact of learning behaviors on academic performance, while the emotional investment of learning or weariness of learning plays a more important intermediary role.