生师互动对大学生学习成效的影响:一个多重中介模型  

The Influence of Student-Faculty Interaction on College Students’ Learning Outcomes: a Multiple Intermediary Model

作　　者：张舵 赵必华[1] ZHANG Duo;ZHAO Bihua(College of Educational Science,Anhui Normal University,Wuhu 241000,China)

机构地区：[1]安徽师范大学教育科学学院,安徽芜湖241000

出　　处：《宿州教育学院学报》2022年第2期30-36,共7页Journal of Suzhou Education Institute

基　　金：安徽省2019年省级教学研究项目“安徽省普通本科高校教育类专业质量监测评估研究”(2019jyxm1104)。

摘　　要：通过对8省市35所普通本科院校5855名大三学生进行问卷调查,考察生师互动对大学生自我报告成绩与制度化成绩的影响及其作用机制。研究发现:生师互动可以正向预测学生制度化成绩而无法直接预测学生自我报告成绩;学业挑战性包含的反思整合、高水平学习、学习策略、定量推理四个指标在生师互动对自我报告学业成绩的影响中起到完全平行中介作用;学业挑战性包含的学习策略与定量推理两个指标在生师互动对制度化学业成绩的影响中起部分平行中介作用。对此,建议通过拓展非正式渠道的沟通方式、合理设置学业任务、改进学生学习方式三方面提高教育质量,促进学生学业发展。Through a questionnaire survey of 5855 juniors from 35 general undergraduate colleges in 8provinces and cities, the influence of student-faculty interaction on the self-reported and institutionalized outcomes of college students and its mechanism are investigated. The study shows that: Student-teacher interaction can positively predict students’ institutionalized learning outcomes, but cannot directly predict student self-reported learning outcomes;the four indicators of academic challenging reflection integration,high-order learning, learning strategies, and quantitative reasoning are reported in student-faculty interaction.;the two indicators of academic challenging learning strategies and quantitative reasoning play a partially parallel mediating role in the impact of student-faculty interaction on institutional outcomes. In this regard,it is recommended to improve the quality of education and promote the academic development of students by expanding informal channels of communication, setting academic tasks reasonably, and improving students’ learning methods.

关 键 词：生师互动 自我报告成绩 制度化成绩 学业挑战性 大学生 

分 类 号：G645[文化科学—高等教育学]