大学生学习策略与场认知方式、学习风格、学习动机以及学业成就关系的研究
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摘要
近十几年来，教育者们围绕着“教会学生学习”这一重要课题，开展了多项研究。人们发现学习策略是学生学习中极为重要的机制，直接影响到学习的各个方面。大学阶段是一个人掌握专业知识与技能，培养各种社会能力的重要时期。因此，开展大学生学习策略及其影响因素的研究，对于促进大学生有效地学习，实现高校的教育目标有重要的理论与现实意义。本研究在前人研究的基础之上选取了与学习策略及学生学习有重要关系的场认知方式、学习风格以及学习动机等因素，探讨了它们与大学生学习策略以及学业成就的关系。这对于培养大学生良好的学习习惯，激发学习动机以及增进学习策略的合理使用，从而提高教育教学效果都具有重大的意义。
本研究采用了大学生学习策略使用调查量表，场认知方式图形测验、学习风格评定量表，以及学习动机量表对843名大学生进行了问卷调查，得到有效问卷761份，并根据问卷状况对部分被试及教师进行了访谈。之后，对各研究因素进行了比较、相关、回归等统计分析与讨论，并在此基础之上，对正在深化的高等教育改革提出了有益的建议。
经过详实认真的研究，本研究得出以下结论：
1．大学生学习策略具有本阶段的发展特征，并在不同因子使用特点上有所不同。表现在：不同年级大学生的学习策略使用存在显著差异，在各因子中，只有元认知策略的差异不显著；不同性别大学生的资源管理策略的使用差异较为显著；不同专业大学生的认知策略与资源管理策略的使用差异显著。
2．不同年级大学生场认知方式、学习风格特征差异不显著，而学习动机差异显著。不同性别、专业的大学生场认知方式具有显著差异，表现为女生的场独立性低于男生；文科学生的场独立性低于理科学生。在学习风格上，不同性别大学生的视觉型—言语型维度与步骤型—综合型维度具有显著差异，男生比女生更偏向于言语型、步骤型的学习风格；在专业差异方面，文科学生较理科学生显著倾向于视觉型的学习风格。学习动机方面，大学生表层型学习动机具有性别差异，男生的得分高于女生；文理科大学生则在深层型动机、表层型动机均存在显著差异，表层型动机文科学生低于理科学生，而深层型动机则相反。
3．大学生学习策略、学习动机、场认知方式之间存在广泛的显著相关；学习
风格各维度与学习策略、学习动机之间也有一定的相关。诸因素对大学生学习策
略具有明显的回归效应。其中，深层型动机，场认知方式以及学习风格中的视觉
型一言语型维度、感受型一直觉型维度对其具有直接的回归效应，据此，本文建
立了路径模型。
4.不同学业成就大学生在学习策略及其各因子的择用，场认知方式以及深层
型动机、表层型动机上均存在显著性差异，表现在除表层型动机之外，高学业成
就者在其它因素上的得分均高于低学业成就者。在学习风格的活动型一沉思型维
度、感受型一直觉型维度上，高、低学业成就者的差异也十分显著。在对大学生
学业成就的判别分析中，有学习策略的四个因子以及学习风格中的活动型一沉思
型维度、感受型一直觉型维度进入了判别方程，区分度良好。在对一年级大学生
学业成绩的回归分析中，各因素对一年级大学生学业成绩有明显的回归效应。其
中，学习策略、活动型一沉思型维度、深层型动机以及感受型一直觉型维度对其
具有直接的回归效应，本文也对此建立了路径模型。
In the past decades, educators have undertaken lots of researches about" teaching student how to study ". They found learning strategy is very important mechanism for student's study, which directly affect each aspect of study. Learning in university is important to people to hold professional knowledge and technology, and bring up all kinds of social ability. So it has important academic and practical sense to study undergraduates' learning strategy and its affect factors in advancing students' study and fulfilling educational goals of university. In the base of previous study, this research choose related learning strategy and learning some factors, such as cognitive style of FDI, learning style, study motivation, discussed the relation between them and learning strategy and between all factors and undergraduates' learning achievement. This has significant sense to bring up undergraduate good learning habit, study motivation, learning strategy, moreover to advance effects of teaching.
This paper used Undergraduate Learning Strategy Usage Questionnaire, Field Cognitive Picture Test, The Index of Learning Style and Study Motivation Questionnaire as measuring instruments to investigate 843 undergraduates, obtained 761 available papers. Finally, this study analyzed the outcome of the investigation, and put forward some advices to university's education.
We get the findings as follows:
1 -Undergraduates' learning strategy has themselves' developing characters that this period should have. That is: undergraduates in different grade have different levels of learning strategies' usage. In the four kinds, different levels only don't appear on metacognitive strategy; different gender undergraduates have different levels on resource management strategy; different professional undergraduates have different levels on cognitive strategy and resource management strategy.
2.Undergraduates in different grades have different levels on study motivation, but there is no obvious different on cognitive style of FDI and learning style. There have different levels on cognitive style of FDI and learning style by different gender and profession. This is: females' field independence is lower than males'; field independence
of undergraduates in liberal arts is lower than undergraduates' in science. On learning style, males more trend verbal learning style type and sequential learning style type; undergraduates in liberal arts more trend visual learning style type. On study motivation, surface motivation has different levels by different gender, males' surface motivation is higher than females'; deep and surface motivation appears different levels by profession difference, surface motivation of undergraduates in liberal arts is lower than undergraduates' in science, but deep motivation is the other way.
3.There are obvious correlation relations among learning strategy, cognitive style of FDI and study motivation, and some correlation relations between learning strategy and learning style. All factors have obvious regress effects on learning strategy. And deep motivation, FDI, VV and SI scales have directly effects, we found pass model.
4.Undergraduates of different learning achievement have different levels on learning strategies, FDI, deep and surface motivation. Expect surface motivation, excellent undergraduates have higher level in these factors. On learning style, excellent undergraduates trend active learning style type and intuitive learning style type. In discriminant analysis, the four kinds of learning strategy, and AR, SI go into the equation. In regression analysis on all factors to freshmen's learning achievement, these four factors: learning strategy, AR, deep motivation and SI have directly effects.
本研究采用了大学生学习策略使用调查量表，场认知方式图形测验、学习风格评定量表，以及学习动机量表对843名大学生进行了问卷调查，得到有效问卷761份，并根据问卷状况对部分被试及教师进行了访谈。之后，对各研究因素进行了比较、相关、回归等统计分析与讨论，并在此基础之上，对正在深化的高等教育改革提出了有益的建议。
经过详实认真的研究，本研究得出以下结论：
1．大学生学习策略具有本阶段的发展特征，并在不同因子使用特点上有所不同。表现在：不同年级大学生的学习策略使用存在显著差异，在各因子中，只有元认知策略的差异不显著；不同性别大学生的资源管理策略的使用差异较为显著；不同专业大学生的认知策略与资源管理策略的使用差异显著。
2．不同年级大学生场认知方式、学习风格特征差异不显著，而学习动机差异显著。不同性别、专业的大学生场认知方式具有显著差异，表现为女生的场独立性低于男生；文科学生的场独立性低于理科学生。在学习风格上，不同性别大学生的视觉型—言语型维度与步骤型—综合型维度具有显著差异，男生比女生更偏向于言语型、步骤型的学习风格；在专业差异方面，文科学生较理科学生显著倾向于视觉型的学习风格。学习动机方面，大学生表层型学习动机具有性别差异，男生的得分高于女生；文理科大学生则在深层型动机、表层型动机均存在显著差异，表层型动机文科学生低于理科学生，而深层型动机则相反。
3．大学生学习策略、学习动机、场认知方式之间存在广泛的显著相关；学习
风格各维度与学习策略、学习动机之间也有一定的相关。诸因素对大学生学习策
略具有明显的回归效应。其中，深层型动机，场认知方式以及学习风格中的视觉
型一言语型维度、感受型一直觉型维度对其具有直接的回归效应，据此，本文建
立了路径模型。
4.不同学业成就大学生在学习策略及其各因子的择用，场认知方式以及深层
型动机、表层型动机上均存在显著性差异，表现在除表层型动机之外，高学业成
就者在其它因素上的得分均高于低学业成就者。在学习风格的活动型一沉思型维
度、感受型一直觉型维度上，高、低学业成就者的差异也十分显著。在对大学生
学业成就的判别分析中，有学习策略的四个因子以及学习风格中的活动型一沉思
型维度、感受型一直觉型维度进入了判别方程，区分度良好。在对一年级大学生
学业成绩的回归分析中，各因素对一年级大学生学业成绩有明显的回归效应。其
中，学习策略、活动型一沉思型维度、深层型动机以及感受型一直觉型维度对其
具有直接的回归效应，本文也对此建立了路径模型。
In the past decades, educators have undertaken lots of researches about" teaching student how to study ". They found learning strategy is very important mechanism for student's study, which directly affect each aspect of study. Learning in university is important to people to hold professional knowledge and technology, and bring up all kinds of social ability. So it has important academic and practical sense to study undergraduates' learning strategy and its affect factors in advancing students' study and fulfilling educational goals of university. In the base of previous study, this research choose related learning strategy and learning some factors, such as cognitive style of FDI, learning style, study motivation, discussed the relation between them and learning strategy and between all factors and undergraduates' learning achievement. This has significant sense to bring up undergraduate good learning habit, study motivation, learning strategy, moreover to advance effects of teaching.
This paper used Undergraduate Learning Strategy Usage Questionnaire, Field Cognitive Picture Test, The Index of Learning Style and Study Motivation Questionnaire as measuring instruments to investigate 843 undergraduates, obtained 761 available papers. Finally, this study analyzed the outcome of the investigation, and put forward some advices to university's education.
We get the findings as follows:
1 -Undergraduates' learning strategy has themselves' developing characters that this period should have. That is: undergraduates in different grade have different levels of learning strategies' usage. In the four kinds, different levels only don't appear on metacognitive strategy; different gender undergraduates have different levels on resource management strategy; different professional undergraduates have different levels on cognitive strategy and resource management strategy.
2.Undergraduates in different grades have different levels on study motivation, but there is no obvious different on cognitive style of FDI and learning style. There have different levels on cognitive style of FDI and learning style by different gender and profession. This is: females' field independence is lower than males'; field independence
of undergraduates in liberal arts is lower than undergraduates' in science. On learning style, males more trend verbal learning style type and sequential learning style type; undergraduates in liberal arts more trend visual learning style type. On study motivation, surface motivation has different levels by different gender, males' surface motivation is higher than females'; deep and surface motivation appears different levels by profession difference, surface motivation of undergraduates in liberal arts is lower than undergraduates' in science, but deep motivation is the other way.
3.There are obvious correlation relations among learning strategy, cognitive style of FDI and study motivation, and some correlation relations between learning strategy and learning style. All factors have obvious regress effects on learning strategy. And deep motivation, FDI, VV and SI scales have directly effects, we found pass model.
4.Undergraduates of different learning achievement have different levels on learning strategies, FDI, deep and surface motivation. Expect surface motivation, excellent undergraduates have higher level in these factors. On learning style, excellent undergraduates trend active learning style type and intuitive learning style type. In discriminant analysis, the four kinds of learning strategy, and AR, SI go into the equation. In regression analysis on all factors to freshmen's learning achievement, these four factors: learning strategy, AR, deep motivation and SI have directly effects.
引文
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