重庆师范大学学报（哲学社会科学版）
重慶師範大學學報（哲學社會科學版）
중경사범대학학보（철학사회과학판）
JOURNAL OF CHONGQING NORMAL UNIVERSITY EDITION OF SOCIAL SCIENCES
2014年
3期
95-100
,共6页
大学生%学习幸福感%内隐观
大學生%學習倖福感%內隱觀
대학생%학습행복감%내은관
undergraduates%learning well-being%implicit view
本研究采用内隐观的研究方法，调查了解大学生学习幸福感包含的内容及其结构，为构建大学生学习幸福感的理论提供依据。本研究首先在对150名大学生进行预调查的基础上，按各项特征频率高低排序，选择频数大于3和具有代表性的46个特征，编制成大学生学习幸福感的内隐观调查问卷。然后以重庆市400名学生为调查对象，要求他们对各项特征的重要性进行评分，以此进行聚类分析，探索大学生学习幸福感的结构。结果显示：（1）大学生认为学习幸福感最重要的10个特征有：学习压力小、学习充实、学以致用、不焦虑、学习有趣、自主学习时间较多、学习兴趣、获得成长、能力得到提高、对学习自信。（2）聚类分析显示大学生学习幸福感的结构由学习认知、情感体验、学习品质和个人成长四方面组成。
本研究採用內隱觀的研究方法，調查瞭解大學生學習倖福感包含的內容及其結構，為構建大學生學習倖福感的理論提供依據。本研究首先在對150名大學生進行預調查的基礎上，按各項特徵頻率高低排序，選擇頻數大于3和具有代錶性的46箇特徵，編製成大學生學習倖福感的內隱觀調查問捲。然後以重慶市400名學生為調查對象，要求他們對各項特徵的重要性進行評分，以此進行聚類分析，探索大學生學習倖福感的結構。結果顯示：（1）大學生認為學習倖福感最重要的10箇特徵有：學習壓力小、學習充實、學以緻用、不焦慮、學習有趣、自主學習時間較多、學習興趣、穫得成長、能力得到提高、對學習自信。（2）聚類分析顯示大學生學習倖福感的結構由學習認知、情感體驗、學習品質和箇人成長四方麵組成。
본연구채용내은관적연구방법，조사료해대학생학습행복감포함적내용급기결구，위구건대학생학습행복감적이론제공의거。본연구수선재대150명대학생진행예조사적기출상，안각항특정빈솔고저배서，선택빈수대우3화구유대표성적46개특정，편제성대학생학습행복감적내은관조사문권。연후이중경시400명학생위조사대상，요구타문대각항특정적중요성진행평분，이차진행취류분석，탐색대학생학습행복감적결구。결과현시：（1）대학생인위학습행복감최중요적10개특정유：학습압력소、학습충실、학이치용、불초필、학습유취、자주학습시간교다、학습흥취、획득성장、능력득도제고、대학습자신。（2）취류분석현시대학생학습행복감적결구유학습인지、정감체험、학습품질화개인성장사방면조성。
This study uses the research method of implicit view,investigates the content and the structure of the undergraduates’learning well-being,in order to provide the reference for building the formal theory of the undergraduates’learning well-being.First of all,we preliminarily investigate 150 college students.On this basis,we rank according to the frequency of characteristics,choose 46 typical characteristics whose fre-quency is greater than 3 ,and compile into the implicit view questionnaire of the undergraduates’learning well-being.Then we select 400 students in Chongqing as respondents,and request them to grade the importance of various characteristics,for the sake of exploring the structure of the undergraduates’learning well-being by cluster analysis.The conclusions are as follows:(1 )The undergraduates think that the most important 10 features of the learning well-being are:less learning pressure,fulfilling with study,studying bonding with practice and being put into use,not anxious,interesting learning,more time for autonomous learning,interest in learning,getting growth,increased capacity,confidence in learning.(2 )The implicit view of the under-graduates’learning well-being is consisted of four aspects:the cognition of learning ,emotional experience , the quality of learning and personal growth.
