本文選題：期望價(jià)值　切入點(diǎn)：學(xué)習(xí)投入　出處：《西南交通大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著高等教育的發(fā)展,人才培養(yǎng)質(zhì)量問題日益引起社會(huì)的關(guān)注。但是由于種種原因,現(xiàn)今人才培養(yǎng)質(zhì)量較多關(guān)注以教師教學(xué)為主的教學(xué)質(zhì)量,只有少量學(xué)者對(duì)以學(xué)生學(xué)習(xí)投入為主的學(xué)習(xí)質(zhì)量進(jìn)行了研究,但是對(duì)學(xué)習(xí)投入的研究多圍繞宏觀層面和學(xué)生綜合性學(xué)習(xí)投入研究學(xué)生學(xué)習(xí)投入的要素,對(duì)中觀和微觀層面研究尚少,也較少的考慮社會(huì)因素的影響。然而,社會(huì)功利性等因素對(duì)大學(xué)生的學(xué)習(xí)、生活、就業(yè)等均產(chǎn)生了影響,從而使學(xué)生對(duì)學(xué)習(xí)行為的選擇較大程度上取決于學(xué)生對(duì)學(xué)習(xí)的期望以及完成學(xué)習(xí)的價(jià)值,這使得大學(xué)生的學(xué)習(xí)投入行為選擇具有多樣性。因此,本研究在中觀的課程層面,考慮社會(huì)功利性因素,在期望價(jià)值理論視角下,對(duì)大學(xué)生學(xué)習(xí)投入及效應(yīng)進(jìn)行了實(shí)證研究。 本研究共分為六個(gè)部分：第一部分為緒論,首先闡述研究背景,提出所要研究的問題；接著分析研究的意義；然后界定研究對(duì)象,介紹研究方法和研究內(nèi)容；最后,提出本文的研究思路和研究框架。第二部分為國內(nèi)外文獻(xiàn)綜述,對(duì)期望價(jià)值和大學(xué)生學(xué)習(xí)投入進(jìn)行簡要的文獻(xiàn)綜述,并對(duì)國內(nèi)外相關(guān)研究進(jìn)行述評(píng)。第三部分為研究設(shè)計(jì),首先提出研究的概念模型,依據(jù)相關(guān)文獻(xiàn)闡述立論依據(jù)；接著介紹問卷設(shè)計(jì)過程；然后說明研究被試與樣本概況。第四部分為數(shù)據(jù)分析,對(duì)樣本數(shù)據(jù)進(jìn)行描述性統(tǒng)計(jì)分析、效度和信度分析、相關(guān)分析、回歸分析以及方差分析。第五部分為討論,對(duì)實(shí)證分析的結(jié)果進(jìn)行討論。第六部分為結(jié)論與建議,通過數(shù)據(jù)分析得出本研究的結(jié)論,并針對(duì)研究中出現(xiàn)的一些問題提出了相應(yīng)的建議。 本研究通過實(shí)證分析,主要得出以下結(jié)論： 第一,大學(xué)生學(xué)習(xí)投入包括積極學(xué)習(xí)投入和消極學(xué)習(xí)投入兩個(gè)方面,其中,積極學(xué)習(xí)投入包括預(yù)先性投入、任務(wù)性投入、反饋性投入、拓展性投入等4個(gè)維度；消極學(xué)習(xí)投入包括逃避性投入、逆向性投入、非道德性投入等3個(gè)維度。 第二,本研究的主要相關(guān)關(guān)系如下：大學(xué)生期望價(jià)值與學(xué)習(xí)投入之間呈顯著的正相關(guān)關(guān)系；大學(xué)生學(xué)習(xí)投入與學(xué)習(xí)效應(yīng)之間呈顯著的正相關(guān)關(guān)系。 第三,本研究中變量之間的預(yù)測關(guān)系如下：大學(xué)生期望價(jià)值對(duì)學(xué)習(xí)投入具有正向的預(yù)測作用；大學(xué)生學(xué)習(xí)投入對(duì)學(xué)習(xí)效應(yīng)具有正向的預(yù)測作用。 第四,大學(xué)生基本屬性和教師基本屬性對(duì)期望價(jià)值、學(xué)習(xí)投入、學(xué)習(xí)效應(yīng)及各維度均有不同程度的影響。 第五,通過相關(guān)分析、回歸分析、方差分析,本研究提出的大多數(shù)研究假設(shè)被數(shù)據(jù)分析結(jié)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適用性。
[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.
【學(xué)位授予單位】：西南交通大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G642.0

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