本文選題：沉浸體驗 + 高職生��； 參考：《南京師范大學》2013年碩士論文

【摘要】：沉浸體驗作為積極心理學的一個重要領域已逐步受到心理學、教育學等學科的關注,隨著國家對高職教育的大力推廣,高職生的數(shù)量亦迅速增長,但該群體的學習沉浸體驗卻未得到應有的研究。 為揭示高職生學習沉浸體驗的特點,本研究在江蘇和廣東兩個地區(qū)抽取部分高職生為研究樣本,整群發(fā)放《學習沉浸體驗量表》,共回收605份有效問卷。在問卷調(diào)查的基礎上,與同齡的本科生樣本進行對比(共回收320份有效問卷),進一步分析了高職生學習沉浸體驗的特點,探討學習沉浸體驗的多個影響因素,并嘗試建立其關系模型。本研究得出如下結(jié)論： (1)高職生的學習沉浸體驗在總分上略高于本科生,但差異不顯著：高職生在“不費力的專注”維度上的得分低于本科生,且差異顯著；在“時間感的變化”、“清晰的目標”、“自成目的性體驗”三個維度上得分均高于本科生,且差異顯著。 (2)高職生的學習沉浸體驗隨著年級的升高而降低。 (3)男高職生的學習沉浸體驗高于女高職生,且差異顯著。 (4)理科高職生的學習沉浸體驗高于文科高職生,且差異顯著。 (5)學業(yè)自我效能感、學習動機、學習環(huán)境、自向性人格等因素對高職生學習沉浸體驗的影響得到檢驗；其中自向性人格對于學業(yè)自我效能感、學習動機、學習環(huán)境對學習沉浸體驗的影響具有部分中介效應。
[Abstract]:Immersion experience, as an important field of positive psychology, has been paid more and more attention by psychology, pedagogy and other subjects. With the promotion of higher vocational education by the country, the number of students in higher vocational education has also increased rapidly. However, the learning immersion experience of this group has not been studied as it should be. In order to reveal the characteristics of learning immersion experience of vocational college students, a part of vocational college students were selected as research samples in Jiangsu and Guangdong provinces, and a total of 605 valid questionnaires were collected by cluster distribution of Learning Immersion experience scale. On the basis of the questionnaire, compared with the sample of undergraduate students of the same age (320 valid questionnaires were collected, the characteristics of learning immersion experience of vocational college students were further analyzed, and several influencing factors of learning immersion experience were discussed. And try to establish its relational model. The findings of this study are as follows: (1) the learning immersion experience of vocational college students is slightly higher than that of undergraduates, but the difference is not significant: the scores of vocational college students in the dimension of "effortless focus" are lower than those of undergraduates, and the differences are significant, while in "changes of sense of time", "clear goals", The scores of self-directed experience in three dimensions were higher than that of undergraduates, and the difference was significant. 2) the learning immersion experience of higher vocational students decreases with the increase of grade. 3) the learning immersion experience of male vocational college students is higher than that of female vocational students, and the difference is significant. 4) the learning immersion experience of science higher vocational students is higher than that of liberal arts students, and the difference is significant. (5) the effects of academic self-efficacy, learning motivation, learning environment and self-oriented personality on the learning immersion experience of vocational college students are tested, among which the self-oriented personality is important for academic self-efficacy, learning motivation, and so on. The influence of learning environment on learning immersion experience has partial mediating effect.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G712

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