为了解当代大学生学习主动性的现状及特点,本文采用自编的《大学生学习主动性调查问卷》,对河北省296位在读本科学生在学习主动性方面进行了调查和研究,结果显示大学生整体上具有中等偏上水平的学习主动性,其中学习自觉性得分最高,学习...为了解当代大学生学习主动性的现状及特点,本文采用自编的《大学生学习主动性调查问卷》,对河北省296位在读本科学生在学习主动性方面进行了调查和研究,结果显示大学生整体上具有中等偏上水平的学习主动性,其中学习自觉性得分最高,学习情感性得分最低,女生学习主动性及各维度均高于男生,获得过各项奖励的学生学习主动性水平要高于未获得过奖励的学生,获得过省级及以上奖励的学生在学习情感性、学习调整上显著高于获得过市级奖励和校级奖励的学生。并对调查结果展开讨论分析,并尝试提出策略建议。In order to understand the current situation and characteristics of contemporary college students’ learning initiative, this paper uses the self-made College Students’ Learning Initiative Questionnaire to investigate and study the learning initiative of 296 undergraduate students in Hebei Province. The results show that college students as a whole have a medium level of learning initiative. Among them, the score of learning consciousness is the highest, and the score of learning emotion is the lowest. Girls’ learning initiative and all dimensions are higher than boys. The level of learning initiative of students who have received various rewards is higher than that of students who have not received rewards. Students who have received provincial and above awards are significantly higher than those who have received municipal awards and school-level awards in terms of learning affectivity and learning adjustment. Finally, the survey results are discussed and analyzed, and try to put forward strategic suggestions.展开更多
文摘为了解当代大学生学习主动性的现状及特点,本文采用自编的《大学生学习主动性调查问卷》,对河北省296位在读本科学生在学习主动性方面进行了调查和研究,结果显示大学生整体上具有中等偏上水平的学习主动性,其中学习自觉性得分最高,学习情感性得分最低,女生学习主动性及各维度均高于男生,获得过各项奖励的学生学习主动性水平要高于未获得过奖励的学生,获得过省级及以上奖励的学生在学习情感性、学习调整上显著高于获得过市级奖励和校级奖励的学生。并对调查结果展开讨论分析,并尝试提出策略建议。In order to understand the current situation and characteristics of contemporary college students’ learning initiative, this paper uses the self-made College Students’ Learning Initiative Questionnaire to investigate and study the learning initiative of 296 undergraduate students in Hebei Province. The results show that college students as a whole have a medium level of learning initiative. Among them, the score of learning consciousness is the highest, and the score of learning emotion is the lowest. Girls’ learning initiative and all dimensions are higher than boys. The level of learning initiative of students who have received various rewards is higher than that of students who have not received rewards. Students who have received provincial and above awards are significantly higher than those who have received municipal awards and school-level awards in terms of learning affectivity and learning adjustment. Finally, the survey results are discussed and analyzed, and try to put forward strategic suggestions.
