大学生学业参与行为研究

发布时间：2018-02-11 17:29

  本文关键词： 学业参与 学习收获 影响机制　出处：《北京工业大学》2016年硕士论文　论文类型：学位论文

【摘要】：中国在经历了高等教育连续且急速的数十余年的规模扩张之后,高等教育虽然进入了大众化阶段。但是与之相伴而生的是急速扩张所带来的若干高等教育质量问题,质量的提高成为了高等教育发展的当务之急。传统观念上对于教育资源外在条件的改善并不能够最大力度的提高高等教育质量,以往的研究多从学校如何做的角度展开研究,忽略了学生才是决定高等教育质量的主体因素。事实上,学生在学业有关活动和发展渠道上常常会处于一种“茫然”的状态。透过这种表象可以发现这一看似具有高度同质性的群体在与其质量密切相关的学业参与行为上呈现出的是多样化的特质。因此有必要对大学生学业参与行为展开研究。本研究以学生为中心,切实从学生发展角度出发,旨在探索大学生学业参与对学习收获的影响途径。通过梳理国内外文献,明确学业参与及学习收获的概念,在理论指导下厘清研究思路,并在学生参与理论相关模型指导下展开实证研究。研究采用学生自我报告的数据,通过因素分析将学生学业参与行为划分为四种方式,为后期探索不同方式的学业参与对于学习收获的影响作用奠定基础。以学业参与行为方式为基础,结合相关理论,通过聚类分析将样本所代表的学生参与行为特征归纳为自主性参与型、过程性参与型及规则性参与型,采用SPSS20.0的描述性分析对不同学生类型在学业参与上表现特征进行描述和分析;运用结构方程模型构建学业参与行为对学习收获的影响机制模型,探索不同学业参与方式对学习收获的影响路径。研究发现:(1)按照课内与课外,课程与拓展学习等维度,学业参与方式可分为:课上学习参与行为、课外学术互动参与、课程相关学业参与、课外拓展性学业参与(个人兴趣)。(2)以学业参与方式为基础将学生进行聚类分析,可分为:规则性参与型、自主性参与型及过程性参与型。(3)通过结构方程模型运行结果可知,学业参与对于学习收获具有正向的影响作用。无论是主动还是被动的学业参与,对学习收获均能产生正向影响。研究表明,不同学生在不同方式的学业参与上具有较大差异性。而且,学习收获本身的不同维度对于学习收获的整体也具有正向的影响作用。最后,根据学业参与行为对学习收获的影响机制特点,促进学生学习收获“增值”,提出以课上学习为主导,拓展多种学生学业参与渠道;倡导学术良性互动,建设学习型院校氛围;合理设置课业任务,重视学习收获各维度之间的影响作用;重视学生类型差异,引导产生积极性学业参与行为等对策建议。
[Abstract]:After decades of continuous and rapid expansion of higher education in China, higher education has entered the stage of popularization. The improvement of quality has become an urgent task for the development of higher education. The improvement of external conditions of educational resources in traditional concepts can not improve the quality of higher education as much as possible. Ignoring students is the main factor that determines the quality of higher education. In fact, Students are often in a state of "blankness" in academic activities and development channels. Through this appearance, it can be found that this seemingly homogenous group is involved in academic activities closely related to their quality. Therefore, it is necessary to study the academic participation behavior of college students. From the point of view of student development, the purpose of this paper is to explore the influence of college students' academic participation on learning harvest. Through combing the literature at home and abroad, the concepts of academic participation and learning harvest are clarified, and the research ideas are clarified under the guidance of theory. Under the guidance of the relevant model of student participation theory, the research adopts the data of students' self-report, and divides students' academic participation behavior into four ways by factor analysis. It lays a foundation for exploring the influence of different ways of academic participation on learning harvest in the later period. Based on the behavior of academic participation, combining with relevant theories, Through cluster analysis, the characteristics of student participation behavior represented by the sample are classified as autonomous participation type, process participation type and regular participation type. The descriptive analysis of SPSS20.0 is used to describe and analyze the performance characteristics of different student types in academic participation, and the structural equation model is used to construct the mechanism model of the influence of academic participation behavior on learning harvest. The study found that according to the dimensions of in-class and extra-curricular, curriculum and extended learning, the way of academic participation can be divided into: learning participation behavior, extracurricular academic interaction participation, etc. Curriculum related academic participation, extracurricular extended academic participation (personal interest) based on the academic participation of students for clustering analysis, can be divided into: regular participation, The results of the structural equation model show that academic participation has a positive effect on learning harvest, whether active or passive. The study shows that different students have different academic participation in different ways. The different dimensions of learning harvest have a positive effect on the whole learning harvest. Finally, according to the characteristics of the influence mechanism of learning participation behavior on learning harvest, To promote students' learning to gain "value-added", to take class study as the leading factor, to expand the channels of students' academic participation, to advocate good academic interaction, to build the atmosphere of learning colleges and universities, to set up the task of study reasonably, We should pay more attention to the influence of the different dimensions of learning harvest, pay attention to the difference of students' types, and guide the positive academic participation behavior.
【学位授予单位】：北京工业大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G642
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本文编号：1503601