基于认知诊断的大学生自主学习能力特点研究  

The Measurement of Undergraduates′ Self-Regulated Learning AbilityBased on Cognitive Diagnosis Models

作　　者：刘润香 李心怡[2] 刘欢 LIU Runxiang;LI Xinyi;LIU Huan(Mental Health Education Centre,Nanchang University,Nanchang Jiangxi 330031,China;School of Public Policy and Administration,Nanchang University,Nanchang Jiangxi 330031,China)

机构地区：[1]南昌大学心理健康教育中心,江西南昌330031 [2]南昌大学公共政策与管理学院,江西南昌330031

出　　处：《江西师范大学学报(自然科学版)》2025年第1期8-16,共9页Journal of Jiangxi Normal University(Natural Science Edition)

基　　金：国家社会科学基金(21FJKB022);江西省社会科学“十三五”规划基金(20JY08);江西省教育科学“十三五”规划课题(18ZD002)资助项目。

摘　　要：自主学习能力是大学生需要培养的重要能力,现有研究多采用基于经典测量理论指导的量表分析大学生的自主学习能力,存在对分数的解释不够明确、只能进行笼统评价等局限.该文以认知诊断理论为指导,编制了大学生自主学习能力量表,并使用该量表在总体、不同群体、个体层面上分析了大学生自主学习能力的特点.研究结果发现:编制的量表具有良好的信度和效度,大学生的自主学习能力水平总体偏低,且呈现两级分化;不同大学生群体自主学习能力呈现不同特点,总体水平相当的学生之间优势和劣势可能不一样.可以通过增强自主学习意识、营造自主学习氛围、提供有针对性的自主学习指导方案来培养大学生的自主学习能力.Self-regulated learning ability is a critical skill for undergraduates.Existing research predominantly uses scales based on classical test theory to analyze self-learning ability in undergraduates,often resulting in vague score interpretations and broad evaluations.Guided by cognitive diagnosis,the self-regulated learning ability scale(SRLAS)for undergraduates is developed.Using this scale,self-learning ability at the overall,subgroup,and individual levels is analyzed.Results show that SRLAS has good reliability and validity.College students′self-regulated abilities are low in general and display significant polarization.Different groups of college students exhibit distinct self-regulated abilities′characteristics.Students with the same scores of SRLAS might have different strengths and weaknesses.Enhancing self-learning awareness,building a favorable atmosphere of self-learning and providing pertinent guiding shall be approaches to develop undergraduate students′self-regulated learning ability.

关 键 词：自主学习 认知诊断 大学生 

分 类 号：R395.6[哲学宗教—心理学] G444[医药卫生—医学心理学]