本文關(guān)鍵詞： 大學(xué)生 學(xué)習(xí)適應(yīng)性 發(fā)展特點(diǎn) 影響因素　出處：《西南師范大學(xué)》2004年碩士論文　論文類型：學(xué)位論文

【摘要】： 大學(xué)生學(xué)習(xí)適應(yīng)性指大學(xué)生依據(jù)學(xué)習(xí)內(nèi)外條件的變化及自身學(xué)習(xí)需要，主動(dòng)調(diào)整自己的學(xué)習(xí)動(dòng)力與行為，使自身的學(xué)習(xí)心理和行為與不斷變化的學(xué)習(xí)條件相互協(xié)調(diào)，取得良好學(xué)習(xí)成就的能力特征。這一能力水平主要通過學(xué)生的學(xué)習(xí)動(dòng)力、學(xué)習(xí)行為兩個(gè)基本方面來(lái)體現(xiàn)。研究大學(xué)生學(xué)習(xí)適應(yīng)性是大學(xué)生適應(yīng)社會(huì)發(fā)展的客觀要求，是大學(xué)生心理素質(zhì)健康發(fā)展自身成才的需要，也是學(xué)生心理素質(zhì)教育理論與實(shí)踐的迫切要求。目前國(guó)外對(duì)大學(xué)生學(xué)習(xí)適應(yīng)性有一定的初步研究，但國(guó)內(nèi)這方面的研究還相對(duì)缺乏，更沒有專門的大學(xué)生學(xué)習(xí)適應(yīng)性量表。本研究以編制“大學(xué)生學(xué)習(xí)適應(yīng)性問卷”(ULAQ)作為測(cè)量工具，揭示大學(xué)生學(xué)習(xí)適應(yīng)性發(fā)展的特點(diǎn)，探討大學(xué)生學(xué)習(xí)適應(yīng)性的影響因素。 本研究采用專家咨詢問卷和對(duì)學(xué)生進(jìn)行開放式調(diào)查問卷相結(jié)合的方法，參考國(guó)內(nèi)外相關(guān)研究，編制大學(xué)生學(xué)習(xí)適應(yīng)性預(yù)試問卷，根據(jù)測(cè)量學(xué)標(biāo)準(zhǔn)剔除部分項(xiàng)目之后采用因素分析的方法得出大學(xué)生學(xué)習(xí)適應(yīng)性的維度，并編制了正式問卷。 通過對(duì)四川和重慶兩地有代表性的幾所高校共1765名大學(xué)生的調(diào)查，分析結(jié)果表明： (1) 大學(xué)生學(xué)習(xí)適應(yīng)性結(jié)構(gòu)由兩個(gè)維度、8個(gè)因素構(gòu)成的多維度、多層次的結(jié)構(gòu)模型。學(xué)習(xí)動(dòng)力維度由專業(yè)興趣、自主學(xué)習(xí)、壓力應(yīng)對(duì)三個(gè)因素構(gòu)成；學(xué)習(xí)行為維度由方法應(yīng)用、求助行為、信息利用、環(huán)境選擇和知識(shí)應(yīng)用等五個(gè)因素構(gòu)成。實(shí)證模型與理論構(gòu)想模型基本擬合。 (2) 本研究在理論構(gòu)想與實(shí)證構(gòu)想的基礎(chǔ)上編制的大學(xué)生學(xué)習(xí)適應(yīng)性問卷，通過統(tǒng)計(jì)檢驗(yàn)表明具有良好的信度和效度，是測(cè)評(píng)大學(xué)生學(xué)習(xí)適應(yīng)性較為理想的工具。 (3) 大學(xué)生學(xué)習(xí)適應(yīng)性基本上不存在性別上的差異，但在信息利用因子上男生明顯好于女生。 大學(xué)生學(xué)習(xí)適應(yīng)性:結(jié)構(gòu)、發(fā)展特點(diǎn)與形晌因眾研究 (4)整體上，大學(xué)生學(xué)習(xí)適應(yīng)性存在顯著的年級(jí)差異，表現(xiàn)為隨年級(jí)增高而下降 的趨勢(shì)，但在各維度與因子水平，發(fā)展具有不平衡性，但總的來(lái)看，大二和大四是適應(yīng) 相對(duì)不良的時(shí)期，也是適應(yīng)教育與輔導(dǎo)的關(guān)鍵期。 (5)在生源上，存在顯著的學(xué)習(xí)適應(yīng)性差異，總體上，農(nóng)村學(xué)生較之城市學(xué)生學(xué) 習(xí)適應(yīng)性發(fā)展得更好，水平更高，但在專業(yè)興趣上，城市學(xué)生好于農(nóng)村學(xué)生。 (6)在專業(yè)類型上，存在顯著的學(xué)習(xí)適應(yīng)性差異，總體上表現(xiàn)為理科文科藝體， 但在各維度與因子水平上則發(fā)展相對(duì)不平衡。 (7)在教養(yǎng)方式上，民主型教養(yǎng)方式下學(xué)習(xí)適應(yīng)性優(yōu)于其他教養(yǎng)方式，但專制的 教養(yǎng)方式亦具有適應(yīng)上的優(yōu)勢(shì)，反映出中國(guó)傳統(tǒng)家庭教育具有權(quán)威性的特征。 (8)在心理健康水平上，心理健康水平高的學(xué)生的學(xué)習(xí)適應(yīng)性亦好，且差異顯著， 提示心理素質(zhì)與學(xué)生學(xué)習(xí)適應(yīng)性有較大的關(guān)系。 (9)在總體上和各維度與因子水平，大學(xué)生學(xué)習(xí)適應(yīng)性的發(fā)展存在不平衡性。 (10)多元回歸分析和路徑分析表明，個(gè)人因素、學(xué)校因素、社會(huì)因素和社交因素 對(duì)學(xué)生適應(yīng)性產(chǎn)生直接效應(yīng)，同時(shí)四者又互為中介對(duì)學(xué)習(xí)適應(yīng)性產(chǎn)生間接效應(yīng)，家庭因 素則通過個(gè)體因素、社會(huì)因素和學(xué)校因素對(duì)學(xué)習(xí)適應(yīng)產(chǎn)生間接效應(yīng)。本研究所確定的影 響因素對(duì)大學(xué)生學(xué)習(xí)適應(yīng)性具有較強(qiáng)的統(tǒng)計(jì)預(yù)測(cè)力。 總之，本研究系統(tǒng)地考察了大學(xué)生學(xué)習(xí)適應(yīng)性的內(nèi)涵、結(jié)構(gòu)、維度和因素，通過編 制大學(xué)生學(xué)習(xí)適應(yīng)性問卷，進(jìn)一步調(diào)查分析了大學(xué)生學(xué)習(xí)適應(yīng)性發(fā)展的特點(diǎn)，并對(duì)其原 因作了一定程度上的推測(cè)性解釋:通過多元回歸與路徑分析技術(shù)，考察了影響大學(xué)生學(xué) 習(xí)適應(yīng)性的主要因素。理論上，，本研究在一定程度上深入地研究了大學(xué)生學(xué)習(xí)適應(yīng)性的 問題，豐富了學(xué)校心理素質(zhì)教育的內(nèi)容和領(lǐng)域:實(shí)踐上，本研究的意義在于為大學(xué)生學(xué) 習(xí)心理輔導(dǎo)、心理素質(zhì)教育與干預(yù)提供了理論支持和測(cè)量工具。
[Abstract]:Learning adaptability refers to the change of internal and external conditions of college students on the basis of learning and learning needs of students, take the initiative to adjust their own learning motivation and behavior, make their learning psychology and behavior with the changing characteristics of learning conditions of coordination, ability to achieve good learning achievement. This ability mainly through the students' learning motivation, to reflect the two the basic aspects of learning behavior. The research of Undergraduates' learning adaptability of college students is to adapt to the objective requirements of social development, is the need of College Students' psychological quality and healthy development of their own talent, but also the students' psychological quality education theory and practice of the urgent requirements. At present on learning adaptability of university students there are some studies, but domestic research in this area is still relatively short. No learning adaptability scale specialized college students. In this study, preparation of undergraduates "learning adaptability questionnaire" (U LAQ) as a measuring tool, the characteristics of College Students' learning adaptability development are revealed and the influencing factors of College Students' learning adaptability are discussed.
This research adopts the methods of expert consultation questionnaire and open questionnaire combination of students, related research at home and abroad, the preparation of students learning adaptability questionnaire pretest method according to the measurement standard, after removing part of the project by using the factor analysis of Undergraduates' learning adaptability dimensions, and the preparation of the formal questionnaire.
Through the investigation of 1765 college students in several representative colleges and universities in Sichuan and Chongqing, the results show that:
(1) college students' learning adaptability structure consists of two dimensions, multi dimensions of the 8 factors, the structure model of multi hierarchy. The dimensionality of learning motivation by professional interest, autonomous learning, pressure to deal with the three factors; learning behavior by dimension method is used to help seeking behavior, information utilization, environment selection and knowledge application five factors. The empirical model and theoretical model basically fitted.
(2) based on the theoretical framework and empirical research, the questionnaire of College Students' learning adaptability is established. The statistical test shows that it has a good reliability and validity, and is an ideal tool to evaluate college students' learning adaptability.
(3) there is no gender difference in college students' learning adaptability, but boys are better than girls on information utilization factors.
College Students' learning adaptability: structure, characteristics and development of shape because the research
(4) on the whole, there is a significant grade difference in college students' learning adaptability, which shows a decline with the increase of grade.
The trend, but in all dimensions and factors level, development is imbalanced, but in general, the sophomore and the fourth are adapted.
The relatively bad period is also the key period to adapt to education and guidance.
(5) there are significant differences in learning adaptability in the source of life. On the whole, rural students are more than urban students.
The adaptability is better and higher, but in the professional interest, the city students are better than the rural students.
(6) in the professional type, there are significant differences in learning adaptability, the overall performance of the liberal arts art,
However, the development of each dimension and factor level is relatively unbalanced.
(7) in the way of education, the learning adaptability of the Democratic rearing mode is better than the other ways of education, but the despotism
The way of cultivation also has the advantages of adaptation, which reflects the authoritative characteristics of Chinese traditional family education.
(8) at the level of mental health, the students with high mental health level have good learning adaptability, and the difference is significant.
It is suggested that the psychological quality has a great relationship with the students' learning adaptability.
(9) there is an imbalance in the development of College Students' learning adaptability in general and on the level of all dimensions and factors.
(10) multiple regression analysis and path analysis show personal factors, school factors, social factors and social factors.
There is a direct effect on students' adaptability, and the four mediator has an indirect effect on learning adaptability.
It has an indirect effect on learning adaptation through individual factors, social factors and school factors.
The sound factors have strong statistical prediction ability for college students' learning adaptability.
In a word, this study systematically examines the connotation, structure, dimensions and factors of College Students' learning adaptability through the compilation of their learning adaptability.
The questionnaire of College Students' learning adaptability is made, and the characteristics of the development of College Students' learning adaptability are further investigated and analyzed.
Because of a certain degree of speculative explanation: through multiple regression and path analysis technology, the study of the influence of College Students' study
The main factor in adaptability is the study of College Students' learning adaptability in a certain degree.
The problem has enriched the content and field of school psychological quality education: in practice, the significance of this study lies in the study of College Students
Psychological guidance and psychological quality education and intervention provide theoretical support and measurement tools.

【學(xué)位授予單位】：西南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：G441

【引證文獻(xiàn)】

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相關(guān)碩士學(xué)位論文 前10條

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10 朱文佳;高校學(xué)前教育專業(yè)新生學(xué)習(xí)適應(yīng)性及其影響因素研究[D];華東師范大學(xué);2006年

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