大学教育科学
大學教育科學
대학교육과학
University Education Science
2015年
3期
118~124
,共null页
学生投入 学习成果 间接影响 霍兰德理论
學生投入 學習成果 間接影響 霍蘭德理論
학생투입 학습성과 간접영향 곽란덕이론
student engagement;learning outcome, indirect effect; Holland＇ s Theory
本文借鉴霍兰德理论框架,采用结构方程模型,基于中山大学2014年度学生学习状况调查数据,分析学生所就读的学科、投入状况与学习成果之间的关系,重点探究学生投入作为学科和学习成果之间的中介作用。分析发现,学生所就读学科与学习成果之间存在复杂的关系,且因不同的学生投入表现而不同。其中,学生所就读学科与其投入状况及学习成果显著直接相关,学生投入与学习成果显著直接正相关,部分学科通过学生投入与学习成果间接相关：文科和工科通过学生投入与社会人文思辨能力、基本理科能力和自我发展能力等学习成果分别呈显著间接正相关和显著间接负相关,社科与社会人文思辨能力通过学生投入显著间接正相关,学生投入在理科和医科与学习成果之间起到了一定的显著中介作用。研究结果表明,本科人才培养应针对不同学科特点制定各具特色、融合发展的人才培养方案和策略,最大限度地提高学生投入和学习成果。
本文藉鑒霍蘭德理論框架,採用結構方程模型,基于中山大學2014年度學生學習狀況調查數據,分析學生所就讀的學科、投入狀況與學習成果之間的關繫,重點探究學生投入作為學科和學習成果之間的中介作用。分析髮現,學生所就讀學科與學習成果之間存在複雜的關繫,且因不同的學生投入錶現而不同。其中,學生所就讀學科與其投入狀況及學習成果顯著直接相關,學生投入與學習成果顯著直接正相關,部分學科通過學生投入與學習成果間接相關：文科和工科通過學生投入與社會人文思辨能力、基本理科能力和自我髮展能力等學習成果分彆呈顯著間接正相關和顯著間接負相關,社科與社會人文思辨能力通過學生投入顯著間接正相關,學生投入在理科和醫科與學習成果之間起到瞭一定的顯著中介作用。研究結果錶明,本科人纔培養應針對不同學科特點製定各具特色、融閤髮展的人纔培養方案和策略,最大限度地提高學生投入和學習成果。
본문차감곽란덕이론광가,채용결구방정모형,기우중산대학2014년도학생학습상황조사수거,분석학생소취독적학과、투입상황여학습성과지간적관계,중점탐구학생투입작위학과화학습성과지간적중개작용。분석발현,학생소취독학과여학습성과지간존재복잡적관계,차인불동적학생투입표현이불동。기중,학생소취독학과여기투입상황급학습성과현저직접상관,학생투입여학습성과현저직접정상관,부분학과통과학생투입여학습성과간접상관：문과화공과통과학생투입여사회인문사변능력、기본이과능력화자아발전능력등학습성과분별정현저간접정상관화현저간접부상관,사과여사회인문사변능력통과학생투입현저간접정상관,학생투입재이과화의과여학습성과지간기도료일정적현저중개작용。연구결과표명,본과인재배양응침대불동학과특점제정각구특색、융합발전적인재배양방안화책략,최대한도지제고학생투입화학습성과。
The research investigated the relationships among students＇ academic disciplines, levels of engagement, and learning outcomes from the perspective of Holland＇ s person-environment theory. The study focused on the role of student engagement as a mediator in the relationships between academic disciplines and learning outcomes. From the structural equation modeling and analysis of the data of 3,507 seniors who participated in the 2014 Student Survey of Higher Learning in Sun Yat-Sen University, results revealed that students＇ academic disciplines were significantly related to levels of engagement and learning outcomes. Student engagement was also significantly related to learning outcomes. In addition, some academic disciplines were indirectly related to learning outcomes through levels of engagement, which is statistically significant, positively and negatively respectively for the students in the liberal arts and engineering disciplines, and partially held true for the students in the social science, science and medical disciplines. The results would be helpful to deepen our understanding of the college student learning and college outcomes, providing important reference for the institutions which focus on the student-centered and learning centered cultivation programs.
