高中生学习力的探索研究  

A Study on Learning Power for High School Students

作　　者：曹立人[1] 王婷[1,2] 朱琳[3] 

机构地区：[1]浙江大学心理与行为科学系,杭州310028 [2]浙江财经大学法学院,杭州310018 [3]蚌埠医学院,蚌埠233030

出　　处：《心理与行为研究》2016年第5期612-617,共6页Studies of Psychology and Behavior

基　　金：教育部人文社会科学研究规划基金项目(12YJA190001)

摘　　要：采用自编学习力问卷,对3245名高中生进行问卷调查,以探明高中生学习力的基本结构和特征。结果发现:(1)高中生的学习力可以4个维度表征,即:学习方法运用力、学习态度调控力、学习自控力和提问互惠力。(2)高中生的学习力与学业成绩关联显著,学业成绩优秀的同学具有较高水平的学习力测评得分;在学习力的4个维度上,成绩较差同学的学习力测评得分显著低于优秀与中等同学。(3)高二学生的学习态度调控力测评分显著高于高一学生,女生的提问互惠力测评分显著高于男生。(4)成绩优秀的高二学生学习方法运用力测评分显著高于高一学生,成绩优秀和中等的高二学生的学习态度调控力测评分显著高于高一学生。We developed a scale to explore the basic structure and characteristics of learning ability for high school students （LAHSS） . By surveying 3245 high school students, we have four major findings. First, high school stu-dents learning ability consists of 4 dimensions： The ability to implement methodology, the ability to moderate atti-tudes, the ability to self-control, and the ability to reciprocate questions. Second, LAHSS is positively associated with their scholastic achievement. Students with high scholastic achievement had significantly higher scores in all 4 dimensions than those with lower scholastic achievement. Third, 11th grade students had higher scores in the ability to moderate attitudes than did 10th grade students. Female students had higher scores in the ability to reciprocate questions than male students. Forth, 11th grade students with excellent scholastic achievements had significantly higher scores in the ability to implement methodology than did 10th grade students. 11th grade stu-dents with excellent or moderate scholastic achievements had significantly higher scores in the ability to moderate attitudes than did 10th grade students.

关 键 词：高中生 学习力 学习力结构 

分 类 号：B842[哲学宗教—基础心理学]