从文化距离、自我效能感视角看高校交换生学习倦怠
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摘要
采用学习倦怠、自我效能感等调查量表以及霍夫斯塔德的文化指数对高校交换生进行调查,通过对数据做相关分析和回归分析探究了交换国的文化距离、交换学生的自我效能感与学习倦怠之间的关系。研究表明:文化距离、交换生学习倦怠、自我效能感不存在显著的性别差异;文化距离显著负向影响自我效能感,进而显著负向影响学习倦怠;自我效能感在学习倦怠影响中有中介作用。最后,从学校以及交换生两方面提出了相关建议,以提高交流学习质量。
This paper uses questionnaire about learning burnout and self-efficacy and Hofstede's cultural index of university exchange students to investigate, explore the cultural distance between countries through the exchange of data, statistical analysis and regression analysis, exchange students relationship between self-efficacy and learning between burnout.Studies have shown that: cultural distance, exchange students learning burnout and self-efficacy no significant gender differences; cultural distance negative effect of self-efficacy, and thus a significant negative effect on learning burnout; self-efficacy has fully mediated learning burnout influence. At last,this study gives some ideas from schools to students in order to better help exchange students during the exchange of learning burnout solve problems, improve student learning efficiency and interest.
This paper uses questionnaire about learning burnout and self-efficacy and Hofstede's cultural index of university exchange students to investigate, explore the cultural distance between countries through the exchange of data, statistical analysis and regression analysis, exchange students relationship between self-efficacy and learning between burnout.Studies have shown that: cultural distance, exchange students learning burnout and self-efficacy no significant gender differences; cultural distance negative effect of self-efficacy, and thus a significant negative effect on learning burnout; self-efficacy has fully mediated learning burnout influence. At last,this study gives some ideas from schools to students in order to better help exchange students during the exchange of learning burnout solve problems, improve student learning efficiency and interest.
引文
[1]吉艳艳.高校交换生项目实施探究——以欧洲伊拉斯谟项目为分析案例[D].武汉:华中师范大学,2006.
[2]刘诗白.新世纪企业家百科全书[M].北京:中国言实出版社,2000.
[3]吉尔特·霍夫斯泰德.文化与组织:心理软件的力量[M].北京:中国人民大学出版社,2010.
[4]周国韬.班杜拉的自我效能感理论述评[J].教育评论,1991(6):61—66.
[5]周文霞、郭桂萍.自我效能感:概念、理论和应用[J].中国人民大学学报,2006(1):21—26.
[6]连榕等.大学生的专业承诺、学习倦怠的关系与量表编制[J].心理学报,2005(5):32—36.
[7]班杜拉.思想和行为的社会基础:社会认知论(下)[M].上海:华东师范大学出版社,2001.
[8]杨丽娴,当前大学生学习倦怠状况及其与专业承诺关系的研究[D].福州:福建师范大学,2004.
[9]杨惠贞.影响资管学生学习倦怠及计算机学习成效因素之研究[D].台北:台湾中央大学,1998.
[10]田宝,郭德俊.考试自我效能感是考试焦虑影响考试成绩的中介变量[J].心理科学,2004(2):340—343.
[11]连榕,等.大学生的专业承诺、学习倦怠的关系与量表编制[J].心理学报,2005(5):32—36.
[12]杨馨,等.大学生自我效能感与学习倦怠相关关系研究[J].校园心理,2013(6):366—369.
[13]赵隽.大学生自我效能感与学习倦怠的关系——专业承诺的中介作用[J].内蒙古师范大学学报(教育科学版),2013(7):85—87.
(1)具体数值来源于geert-hofstede网站[EB/OL].[2017-09-21].http://www.geerthofstede.com/.
[2]刘诗白.新世纪企业家百科全书[M].北京:中国言实出版社,2000.
[3]吉尔特·霍夫斯泰德.文化与组织:心理软件的力量[M].北京:中国人民大学出版社,2010.
[4]周国韬.班杜拉的自我效能感理论述评[J].教育评论,1991(6):61—66.
[5]周文霞、郭桂萍.自我效能感:概念、理论和应用[J].中国人民大学学报,2006(1):21—26.
[6]连榕等.大学生的专业承诺、学习倦怠的关系与量表编制[J].心理学报,2005(5):32—36.
[7]班杜拉.思想和行为的社会基础:社会认知论(下)[M].上海:华东师范大学出版社,2001.
[8]杨丽娴,当前大学生学习倦怠状况及其与专业承诺关系的研究[D].福州:福建师范大学,2004.
[9]杨惠贞.影响资管学生学习倦怠及计算机学习成效因素之研究[D].台北:台湾中央大学,1998.
[10]田宝,郭德俊.考试自我效能感是考试焦虑影响考试成绩的中介变量[J].心理科学,2004(2):340—343.
[11]连榕,等.大学生的专业承诺、学习倦怠的关系与量表编制[J].心理学报,2005(5):32—36.
[12]杨馨,等.大学生自我效能感与学习倦怠相关关系研究[J].校园心理,2013(6):366—369.
[13]赵隽.大学生自我效能感与学习倦怠的关系——专业承诺的中介作用[J].内蒙古师范大学学报(教育科学版),2013(7):85—87.
(1)具体数值来源于geert-hofstede网站[EB/OL].[2017-09-21].http://www.geerthofstede.com/.