目的:探讨大学生的班级归属感在人际交往能力对主动合作学习水平的影响中所起的作用。方法:选用班级归属感量表、人际交往能力诊断量表和大学生学习投入度量表中的主动合作学习水平维度对521名在校大学生进行调查研究。结果:1) 班级归...目的:探讨大学生的班级归属感在人际交往能力对主动合作学习水平的影响中所起的作用。方法:选用班级归属感量表、人际交往能力诊断量表和大学生学习投入度量表中的主动合作学习水平维度对521名在校大学生进行调查研究。结果:1) 班级归属感与主动合作学习水平呈正相关(r = 0.65, p β = 0.74, p Objective: To explore the role of college students’ sense of class belonging in the influence of interpersonal skills on the level of cooperative learning initiative. Methods: The Class Belonging Scale, the Interpersonal Skills Diagnostic Scale, and the Active and Cooperative Learning Level Dimension of the College Student Learning Engagement Scale were selected to conduct a survey and research on 521 current college students. Results: 1) Class belonging is positively related to the level of cooperative learning initiative (r = 0.65, p β = 0.74, p < 0.001). 3) Class belonging plays a partial mediating role between interpersonal skills and the level of active cooperative learning, with a mediating effect of 26.23%. Conclusions: Interpersonal skills can not only directly affect the level of active cooperative learning of college students, but also indirectly affect the level of active cooperative learning of college students through class belonging.展开更多
文摘目的:探讨大学生的班级归属感在人际交往能力对主动合作学习水平的影响中所起的作用。方法:选用班级归属感量表、人际交往能力诊断量表和大学生学习投入度量表中的主动合作学习水平维度对521名在校大学生进行调查研究。结果:1) 班级归属感与主动合作学习水平呈正相关(r = 0.65, p β = 0.74, p Objective: To explore the role of college students’ sense of class belonging in the influence of interpersonal skills on the level of cooperative learning initiative. Methods: The Class Belonging Scale, the Interpersonal Skills Diagnostic Scale, and the Active and Cooperative Learning Level Dimension of the College Student Learning Engagement Scale were selected to conduct a survey and research on 521 current college students. Results: 1) Class belonging is positively related to the level of cooperative learning initiative (r = 0.65, p β = 0.74, p < 0.001). 3) Class belonging plays a partial mediating role between interpersonal skills and the level of active cooperative learning, with a mediating effect of 26.23%. Conclusions: Interpersonal skills can not only directly affect the level of active cooperative learning of college students, but also indirectly affect the level of active cooperative learning of college students through class belonging.
