民族类院校大学生自我认知与学习责任心的 关系研究——以贵州民族大学为例  

The Relationship between Self-Cognition and Learning Responsibility of Ethnic College Students—Taking Guizhou Minzu University as an Example

作　　者：彭婷 

机构地区：[1]贵州民族大学民族学与历史学学院,贵州 贵阳

出　　处：《交叉科学快报》2024年第4期675-687,共13页Interdisciplinary Science Letters

摘　　要：学习责任心是判断学生对学习的积极性和学习能力的重要标准,在当前民族大融合背景下,民族地区大学生的自我认知和学习责任心现状如何,会影响我国民族地区教育策略。为考察当代民族院校大学生自我认知与学习责任心的现状和关系,本研究采用《核心自我评价量表》《田纳西自我概念量表》结合而成的《自我认知量表》测量贵州民族大学各年级本科生的自我认知水平,用《大学生学习责任心问卷》测量贵州民族大学大学生的学习责任心水平,并对数据进行分析。结果表明:(1) 大学生自我认知和学习责任心的现状总体都处于中等水平。(2) 女大学生的核心自我评价和自我满意都显著低于男生;女生的学习责任情感强于男生;来自农村的大学生的学习责任目标高于来自城镇的大学生。(3) 大学生自我认知与学习责任心呈显著正相关。研究结果为民族院校大学生提高学习积极性,提高自身能力,更好地融入社会生活,加强与其他民族成员的交往交流交融,以及铸牢中华民族共同体意识提供了一个崭新的视角。Learning responsibility is an important criterion for judging students’ enthusiasm for learning and learning ability. In the current context of great ethnic integration, the self-cognition and learning responsibility of college students in ethnic minority areas will influence the educational strategies in these regions. To investigate the current status and relationship between self-cognition and learning responsibility among contemporary college students in ethnic universities, this study employed a “Self-Cognition Scale” composed of the “Core Self-Evaluation Scale” and the “Tennessee Self-Concept Scale” to measure the self-cognition levels of undergraduate students of various grades at Guizhou Minzu University. Additionally, the “College Students’ Learning Responsibility Questionnaire” was used to assess the learning respo

关 键 词：民族院校 大学生 自我认知 学习责任心 

分 类 号：H31[语言文字—英语]