大学生学习自我效能感与网络自主学习能力的关系模型构建研究

发布时间：2018-02-14 17:43

本文关键词： 学习自我效能感网络自主学习能力结构方程模型　出处：《东北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：21世纪科学技术迅猛发展,国家于2015年提出“互联网+”行动计划,更加促进了在线教育的发展。2012年MOOC在线教育风暴席卷全球,国内大学陆续加入此行列,大学生作为网络自主学习的主体,网络自主学习能力的高低直接决定了学习者的学习效果。本研究在文献综述基础上,从影响网络自主学习能力的内部因素出发,指出自我效能感作为一个重要的情感认知变量影响着学习者网络自主学习的整个过程。笔者基于此详细探究互联网学习环境中学习者学习自我效能感和网络自主学习能力之间的关系,提出提高大学生网络自主学习能力的相关可行性建议。本研究提出了互联网环境中大学生学习自我效能感和自主学习能力的维度,进行调查问卷的设计和信效度检验;并针对全国范围内各个高校的在校大学生进行网络发放和收集。利用Excel 2010、SPSS 19.0和AMOS 23.0等社会学统计软件进行数据分析,依据因子分析结果,构建学习自我效能感和网络自主学习能力的关系模型,通过样本数据检验,对模型进行修正和解释。调查结果表明:目前大学生的学习自我效能感和网络自主学习能力整体处于中等偏上水平,大学生的学习自我效能感和网络自主学习能力在性别和专业性质上并未表现出明显差异性;但在学校属性上,高水平大学明显高于普通大学。从大学生学习自我效能感和网络自主学习能力各维度来讲,男生的学习能力感、网络环境感知和自主学习策略运用水平明显高于女生;理科生的个体自信感、网络环境感知明显高于文科生,但学习策略运用、学习过程监控和学习评价却显著低于文科生;高水平院校学生的个体自信感和目标设置能力明显高于其他学校学生。路径分析结果表明:大学生的学习自我效能感四个维度成分中,学习能力感和努力感对网络自主学习能力的影响最大;但学习自我效能感的个体自信感和网络环境控制感对个体的目标设置能力却没有显著性促进作用;学习能力感对学习策略运用,学习能力感、学习努力感对学习评价的促进作用最为明显。
[Abstract]:With the rapid development of science and technology in 21th century, the country put forward the "Internet" action plan on 2015, which further promoted the development of online education. In 2012, the MOOC online education storm swept the world, and domestic universities gradually joined the ranks. As the main body of autonomous learning on the network, the level of the ability of autonomous learning on the network directly determines the learning effect of the learners. On the basis of literature review, this study starts from the internal factors that affect the autonomous learning ability of the network. It is pointed out that self-efficacy, as an important affective cognitive variable, affects the whole process of learners' e-learning autonomy. Based on this, the author makes a detailed study of learners' self-efficacy and web-based autonomy in the Internet learning environment. The relationship between learning ability, This study puts forward the dimensions of college students' self-efficacy and autonomous learning ability in the Internet environment, and designs the questionnaire and tests the reliability and validity of the questionnaire. The network distribution and collection of college students in various colleges and universities throughout the country are carried out. The data are analyzed by using Excel 2010 SPSS 19.0 and AMOS 23.0, according to the results of factor analysis. The relationship model between learning self-efficacy and self-learning ability is constructed, and the sample data is used to test the relationship between self-efficacy and self-learning ability. The results show that college students' sense of self-efficacy and self-learning ability are at the middle level. There is no significant difference in the gender and professional nature of college students' sense of self-efficacy and e-learning ability, but in the nature of the school, there is no significant difference between them. Higher level university is obviously higher than ordinary university. From the aspects of students' self-efficacy and self-learning ability, male students' sense of learning ability, network environment perception and autonomous learning strategy application level are obviously higher than that of female students. The sense of individual self-confidence of science students is obviously higher than that of arts students, but the application of learning strategies, the monitoring and evaluation of learning process are significantly lower than those of arts students. The individual self-confidence and goal-setting ability of high-level college students are significantly higher than those of other college students. The results of path analysis show that: students' learning self-efficacy in the four dimensions, The sense of learning ability and the sense of effort have the greatest influence on the ability of autonomous learning, but the sense of self-efficacy and the sense of control in the network environment have no significant effect on the ability of setting goals. The effect of learning ability on learning strategy, learning ability and learning effort is the most obvious.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642;G434

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