大学本科生学习能动性偏低的影响因素:理论与实证  

Factors on Undergraduates’Low levels of Motivation to Learn: Theoretical and Empirical Analyses

作　　者：周平[1] 蒋香仙[1] 洪大用[1] 

机构地区：[1]中国人民大学教务处,北京100872

出　　处：《中国人民大学教育学刊》2012年第2期27-36,共10页Renmin University of China Education Journal

摘　　要：根据教育社会学和教育心理学的相关理论,个体特征、家庭背景、学习情况是影响学生学习能动性的三个重要因素。基于对某高校的7425份问卷调查数据的分析发现:男生学习能动性更容易偏低,大学一年级学生容易学习能动性不足,对自己未来的信心影响大学生学习能动性,家庭经济状况一般者学生学习能动性最低,获奖次数多会提升学生学习能动性。研究结论对高校制定激发学生努力学习的教学管理策略提供了研究依据,有助于改善高校教育资源配置和学生管理工作,促进教学质量的提升。It is well established by the related theories in the field of educational sociology and educational psychology that individual characteristics, family background and academic performance are the most important factors that have impact on students ’ motivation to learn. Based on the survey data of 7425 college students in a Chinese university, this study found that gender, year of study, and number of awards won, level of self-confidence, and family ’ s financial status are factors that have statistically significant influence on their motivation to learn. Specifically, male students tend to show low levels of motivation on average. Due to the lack of confidence for the future, sophomores generally display a lower level of motivation. Wining more awards will have a positive influence on the students. In addition, students from a middle-income family display relatively lower motivations to learn. Our study provides a theoretical basis on factors that influence students ’ motivation to learn, and helps university administrators to allocate educational resources more efficiently and improve student affairs management.

关 键 词：大学生 学习能动性 学习激励 

分 类 号：G442[哲学宗教—心理学]