CAJ | 학술논문

作为大学生的主要学习方式,自主学习受到多种因素的影响。从社会认知学派的理论出发,结合国内外自主学习的已有成果,本研究通过501名大学生被试考察了自我概念、学习归因、学习环境适应对自主学习的影响。结果发现,学习归因对自主学习有直接回归效应;学习环境适应通过学习归因这个中介变量影响自主学习;而自我概念对自主学习不仅有直接回归效应,同时还通过学习环境适应和学习归因的部分中介作用影响自主学习。本研究通过结构方程建模,理清了三个变量对自主学习的作用路径,并据此对如何提高大学生自主学习能力提供了教育建议。
작위대학생적주요학습방식,자주학습수도다충인소적영향。종사회인지학파적이론출발,결합국내외자주학습적이유성과,본연구통과501명대학생피시고찰료자아개념、학습귀인、학습배경괄응대자주학습적영향。결과발현,학습귀인대자주학습유직접회귀효응;학습배경괄응통과학습귀인저개중개변량영향자주학습;이자아개념대자주학습불부유직접회귀효응,동시환통과학습배경괄응화학습귀인적부분중개작용영향자주학습。본연구통과결구방정건모,리청료삼개변량대자주학습적작용로경,병거차대여하제고대학생자주학습능력제공료교육건의。
Self-regulated learning （SRL） is one of the most investigated topics in education and psychology.While most studies focused on the SRL in primary,middle and high school students,little was known about the SRL in college students.Since SRL is the major learning type in college students,understanding the modulating effects of SRL will be of a great help to improve the SRL ability in college students.Existing studies have being focused on how the factors of self-concept,learning attribution and adjustment to learning environment affect SRL in primary,middle and high school students,but no college students.In the context of the social cognitive theory （Zimmerman,1989）,the present study explore the modulating pattern of these factors using the structural equation modeling.A total of 501 students （248 male and 253 female） from four universities in Guangdong Province were enrolled.Participants filled out four validated questionnaires in classroom,including Self-Regulated Learning Scale （SRLS）,Self-Concept Scale （SCS）,Test about Learning Adjustment of Undergraduate （TLAU） and Multidimensional-Multiattributional Causality Scale （MMCS）.It took about 40 minutes to complete the questionnaires.The correlations among factors were calculated with SPSS 12.0 and the structure models among these factors were analyzed with LISREL 8.72.In the analysis of structural equation modeling,two models were constructed;one for the hypothetical model and the other for the competing model.The results showed that better self-concept and better ability to adjust to learning environment were associated with better SRL performance,while external learning attribution such as attributing success and failure to situation and fortunate was associated with worse SRL.Furthermore,the analysis of structural equation modeling showed that learning attribution has a directly impact on self-regulated learning,and the ability to adjust to learning environment has an indirect influence on SRL through learning attribution.In addition,a direct impact from self-concept and an indirect impact from self-concept on SRL through adjustment to learning environment and learning attribution were observed.In line with the social cognitive theory,these findings demonstrated that different factors such as self-concept,adjustment to learning environment and learning attribution have significant impact on SRL.As a motivation system,self-concept not only has direct impacts on college students＇ SRL,but also impacts on their learning attribution and adjustment to learning environment,which in turn initiate an impact on their SRL.These findings suggest that in order to improve the SRL performance in college students,it is crucial to establish their positive self-concept,change their irrational learning attribution and provide them with positive learning environment.