期望价值理论视角下的大学生学习投入及效应研究

发布时间：2018-03-11 02:12

本文选题：期望价值　切入点：学习投入　出处：《西南交通大学》2013年硕士论文　论文类型：学位论文

【摘要】：随着高等教育的发展,人才培养质量问题日益引起社会的关注。但是由于种种原因,现今人才培养质量较多关注以教师教学为主的教学质量,只有少量学者对以学生学习投入为主的学习质量进行了研究,但是对学习投入的研究多围绕宏观层面和学生综合性学习投入研究学生学习投入的要素,对中观和微观层面研究尚少,也较少的考虑社会因素的影响。然而,社会功利性等因素对大学生的学习、生活、就业等均产生了影响,从而使学生对学习行为的选择较大程度上取决于学生对学习的期望以及完成学习的价值,这使得大学生的学习投入行为选择具有多样性。因此,本研究在中观的课程层面,考虑社会功利性因素,在期望价值理论视角下,对大学生学习投入及效应进行了实证研究。本研究共分为六个部分：第一部分为绪论,首先阐述研究背景,提出所要研究的问题；接着分析研究的意义；然后界定研究对象,介绍研究方法和研究内容；最后,提出本文的研究思路和研究框架。第二部分为国内外文献综述,对期望价值和大学生学习投入进行简要的文献综述,并对国内外相关研究进行述评。第三部分为研究设计,首先提出研究的概念模型,依据相关文献阐述立论依据；接着介绍问卷设计过程；然后说明研究被试与样本概况。第四部分为数据分析,对样本数据进行描述性统计分析、效度和信度分析、相关分析、回归分析以及方差分析。第五部分为讨论,对实证分析的结果进行讨论。第六部分为结论与建议,通过数据分析得出本研究的结论,并针对研究中出现的一些问题提出了相应的建议。本研究通过实证分析,主要得出以下结论：第一,大学生学习投入包括积极学习投入和消极学习投入两个方面,其中,积极学习投入包括预先性投入、任务性投入、反馈性投入、拓展性投入等4个维度；消极学习投入包括逃避性投入、逆向性投入、非道德性投入等3个维度。第二,本研究的主要相关关系如下：大学生期望价值与学习投入之间呈显著的正相关关系；大学生学习投入与学习效应之间呈显著的正相关关系。第三,本研究中变量之间的预测关系如下：大学生期望价值对学习投入具有正向的预测作用；大学生学习投入对学习效应具有正向的预测作用。第四,大学生基本属性和教师基本属性对期望价值、学习投入、学习效应及各维度均有不同程度的影响。第五,通过相关分析、回归分析、方差分析,本研究提出的大多数研究假设被数据分析结果完全支持或部分支持,表明本研究的研究模型具有一定程度的普遍适用性。
[Abstract]:With the development of higher education, the quality of talent training has attracted more and more attention of the society. However, due to various reasons, nowadays, the quality of talent training pays more attention to the teaching quality, which is dominated by teachers' teaching. Only a few scholars have carried on the research to the study quality which is based on the student's study input, but the research to the study input mostly revolves around the macroscopic level and the student's comprehensive study input to study the student's study input essential factor, However, social utilitarianism and other factors have had an impact on the study, life and employment of college students. Thus, the choice of students' learning behavior depends to a large extent on the students' expectation of learning and the value of learning completion, which makes the choice of learning engagement behavior of college students diverse. Therefore, this study is at the middle level of curriculum. Considering the social utilitarian factors, this paper makes an empirical study on the learning input and effects of college students from the perspective of expected value theory. This research is divided into six parts: the first part is the introduction, which first describes the research background, puts forward the problems to be studied; then analyzes the significance of the study; then defines the research object, introduces the research methods and contents; finally, The second part is the literature review at home and abroad, a brief literature review on the expected value and college students' learning input, and a review of the relevant research at home and abroad. The third part is the research design. Firstly, the conceptual model of the research is put forward, and the theoretical basis is expounded according to the relevant literature; then the design process of the questionnaire is introduced; then, the survey of the subjects and the sample is explained. The 4th part is the data analysis, and the descriptive statistical analysis of the sample data is carried out. Validity and reliability analysis, correlation analysis, regression analysis and variance analysis. Part 5th discusses the results of empirical analysis. Part 6th is conclusions and recommendations. Some suggestions are put forward for some problems in the study. Through empirical analysis, the main conclusions of this study are as follows:. First, college students' learning input includes positive learning input and negative learning investment, including four dimensions: pre-learning, task-based, feedback and expansionary; Negative learning investment includes three dimensions: evasive input, reverse input and non-moral input. Secondly, the main correlation of this study is as follows: there is a significant positive correlation between college students' expected value and learning investment, and a significant positive correlation between college students' learning investment and learning effect. Thirdly, the predictive relationship between variables in this study is as follows: the expected value of college students has a positive predictive effect on learning input, and college students' learning investment has a positive predictive effect on learning effect. In 4th, the basic attributes of college students and teachers have different effects on the expected value, learning input, learning effect and each dimension. In 5th, through correlation analysis, regression analysis, variance analysis, most of the research hypotheses proposed in this study are fully supported or partially supported by the data analysis results, which indicates that the research model of this study has a certain degree of universal applicability.
【学位授予单位】：西南交通大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G642.0

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