大学生学习动机与学习信念:自我导向学习的中介作用  

College students′ learning motivation and belief: the mediating role of self-directed learning

作　　者：张丽[1] 王林召[2] Zhang Li;Wang Linzhao(College of Food Science and Technology,Guangdong Ocean University,Zhanjiang 524088;Student Affairs Office,Guangdong Ocean University,Zhanjiang 524088,China)

机构地区：[1]广东海洋大学食品科技学院,湛江524088 [2]广东海洋大学学生处,湛江524088

出　　处：《校园心理》2022年第4期282-285,共4页Journal of Campus Life & Mental Health

基　　金：广东省高等学校思想政治教育研究会项目(2015SZY061);广东海洋大学校级教育教学改革项目(113);广东海洋大学学生工作科研课题(Gdouxs202119)。

摘　　要：目的 探究大学生学习动机、学习信念与自我导向学习之间的关系。方法 采用学习动机量表、学习信念量表、自我导向学习倾向性量表对1 100名大学生进行调查,通过中介效应检验分析三者之间的关系。结果 (1)学习动机与自我导向学习呈正相关,学习动机与学习信念呈正相关,自我导向学习与学习信念呈正相关。(2)自我导向学习在学习动机和学习信念之间起部分中介作用。结论 学习信念、自我导向学习可以直接影响学习信念,也可以通过自我导向学习间接影响学习动机。Objective To investigate the relationship between learning motivation, learning belief, and self-directed learning of college students. Methods One thousand and one hundred college students were investigated by the Learning Motivation Scale, Learning Belief Scale and Self-Directed Learning Tendency Scale, and the mediating effect was tested to analyze the relationship between them. Results(1) There was a significant positive correlation between learning motivation and self-directed learning, between learning motivation and learning belief, and between self-directed learning and learning belief.(2) Self-directed learning mediated the relationship between learning motivation and learning beliefs to some extent. Conclusion Learning beliefs and self-directed learning can directly affect learning beliefs, and self-directed learning can indirectly affect on learning motivation.

关 键 词：学生 动机 文化 自我导向学习 

分 类 号：G442[哲学宗教—心理学]