工科大学生学习内驱力调查与专业思想培育研究——基于奥苏贝尔动机理论

Research on Engineering College Students’Learning Drive and Professional Attitude:Based on Ausubel’s Motivation Theory

为调查工科专业大一学生学习动机来源,以奥苏贝尔在学校语境下的学习动机理论为依托,自行编制问卷,对370名工科专业大一学生施测。将影响学习动机的因素分别归入认知内驱力、自我提高内驱力、向外(群体)附属内驱力、向内(家庭)附属内驱力四个主成分下,之后就各主成分进行描述性分析、性别差异和专业差异分析,得出以下结论:学习动机来源分布总体均衡,自我提高内驱力占比略高,且其中就业、升学的驱动作用最大;学生的向内附属内驱力比向外附属内驱力高,且女生的向外附属内驱力显著高于男生;认知内驱力中专业内部兴趣大于学习活动本身的兴趣。基于上述结论,从教学端和管理端提出可行的专业思想培育对策。

In order to study where lies the learning motivation of first-year engineering students in college,a total of 370 first-year engineering students were selected as respondents to a survey instrument developed by the au-thor.Based upon Ausubel’s motivation theory,the factors affecting students’motivation were classified into four principal components:cognitive drive,ego-enhancement drive,outside-affiliated drive and inter-affiliated drive.Then some descriptive analysis and difference analysis were conducted.The following conclusions were achieved:the distribution of learning drives is generally balanced,with a slightly larger percentage of ego-enhancement drive among which employability and getting a postgraduate degree were the biggest drivers.Besides,the inter-affiliated drive is higher than the outside-affiliated one,and female’s outside-affiliated drive is significantly higher than that of male.The specialty-centered interest is greater than the interest of the learning activities them-selves.Feasible suggestions were provided for cultivating professional attitudes from both the teaching end and the management end.