成人学习者的类型与学习成效:基于学习动机和学习障碍的探究  

An inquiry of adult students’learning effectiveness in terms of learning motivation and barriers

作　　者：朱燕菲 纪河[2] Yanfei Zhu;He Ji

机构地区：[1]南京大学教育研究院,210093 [2]江苏开放大学教育科学研究院,210036

出　　处：《中国远程教育》2020年第12期18-27,92,共11页Chinese Journal of Distance Education

基　　金：2017年江苏省高校哲学社会科学重点项目“智慧城市建设中的虚拟学习共同体研究”(批号:2017ZDIXM044)。

摘　　要：学习动机和学习障碍被当作透视成人学习者学习成效的两大有力因素。本研究基于类型学研究方法,通过向J大学749位成人学习者发放问卷、依据他们学习动机和学习障碍的行为表现,使用聚类分析、差异检验、判别分析和决策树模型等方法,将成人学习者划分为四种类型:疏离型、理想型、发展型和懒惰型,并进一步检验了其学习成效。研究发现:"弱势"群体——疏离型和懒惰型在成人学习者中占比三成;年龄、以往培训次数、成绩预期是识别不同类型成人学习者的关键个体特征;参与学习的障碍因素对成人学习者学习成效的影响效力高于学习动机;时间障碍并非是影响成人学习成效最重要的障碍因素。研究结论有助于高等继续教育围绕人才培养目标更好地满足成人学习者多元化的学习需求,为成人学习者提供更适合的教育。Learning motivation and learning barriers are regarded as two key factors to assess the effectiveness of adult learning.This study adopts a typological approach by issuing questionnaires to 749 adult learners of J University,focusing on their behavioral performance in relation to their learning motivation and barriers.With the help of research methods like cluster analysis,difference testing,discriminant analysis and decision tree models,four types of adult learners were identified:alienated,ideal,developmental and lazy,and their learning effectiveness was further tested.The study found that:1)"Vulnerable"groups-alienated and lazy types accounted for 30%of adult learners;2)Age,previous training times,and performance expectations are the key individual characteristics for identifying different types of adult learners;3)In terms of adult learners’learning effectiveness,barriers to participation in learning are more influential than their learning motivation;4)Time barrier is not the most important factor affecting adult learning effectiveness.The research findings help higher continuing education better meet the diverse learning needs of adult learners,and provide suitable programs for them.

关 键 词：成人学习者 类型化分析 参与学习 学习动机 学习障碍 学习成效 

分 类 号：G442[哲学宗教—心理学]