大学生的学习倦怠与认识论信念的关系
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摘要
现在已有越来越多的学者开始关注大学生学习倦怠状况的研究。而所谓“学习倦怠”,是指学生在学习过程中因为对学习缺乏兴趣、动力或因课业压力、课业负荷及其它个人心理层次上的因素,在学生身上出现的身心耗竭、乏人性化、逃避学习以及个人成就感降低等现象。学习倦怠会使学生对自己的学习失去兴趣,丧失学习动力,对学生的学习将产生极大的影响。
而认识论信念则是近年来元认知研究领域一个新主题,是教育心理学家从心理学的角度对人的认识论进行研究时所使用的一个概念,是学习者进行学习活动的内在背景,是一套相互独立的信念系统,其中学生的知识观也即学生对知识本质和知识获得的信念是其核心内容,其理论外延还涉及到学生对学习、教学及能力等所持有的信念,它会对学生的认知过程和学习行为起到引导和调节作用。
本文对学习倦怠和认识论信念的概念进行了界定,介绍了学习倦怠和认识论信念的国内外研究现状与发展趋势,对大学生学习倦怠、认识论信念的影响因素及其两者之间关系进行了研究,并以大学生认识论信念量表的整合-建构维度、零散-接受维度和总量表的得分为预测变量,以大学生学习倦怠的三个维度和总量表为因变量,进行了回归分析,这将有助于我们进一步了解大学生学习倦怠和认识论信念的现状和影响因素,有助于我们进一步认识学生学习过程的认知机制,通过改变学生的认识论信念来改善学生的学习倦怠状况,为我们当今进行的实际教学和教育教学改革提供一定的理论和实践依据。
本研究以聊城大学和潍坊医学院的500名学生为被试对大学生学习倦怠和认识论信念的影响因素及其两者之间关系进行了研究,结果表明:
(1)大学生的学习倦怠整体状况虽不至于非常严重,但在相当一部分大学生中存在着比较严重的学习倦怠。其中行为不当得分最高,其次是成就感低和情绪低落。
(2)大学生在学习倦怠的情绪低落、行为不当维度及总分上存在显著的性别差异,男生得分高于女生。但是在成就感低维度上不存在性别差异,在认识论信念的零散-接受维度及总分上存在显著性别差异,女生显著地比男生成熟和积极。
(3)大学生在学习倦怠上存在显著的年级差异。其中二年级比一年级表现出更多的情绪低落、行为不当和成就感低,整体学习倦怠程度也显著高于一年级;二年级则比三年级表现出更多的行为不当和成就感低,整体倦怠程度也显著高于三年级;四年级比一年级表现出更多的情绪低落;大学生在认识论信念上也存在显著的年级差异,一年级显著地比三、四年级成熟和积极。在整合-建构维度和认识论信念总分上,一年级显著地比二年级成熟和积极。在零散-接受维度和认识论信念总分上,二年级显著地比三、四年级成熟和积极。
(4)大学生在学习倦怠和认识论信念上不存在显著的专业差异。
(5)除学习倦怠的成就感低维度和认识论信念的零散-接受维度不存在相关之外,大学生学习倦怠的各维度和认识论信念的各维度之间均存在极其显著的负相关。大学生认识论信念总分对学习倦怠的情绪低落、行为不当和学习倦怠总体水平具有较好的预测作用,认识论信念的整合-建构维度对学习倦怠的成就感低维度具有较好的预测作用。
Learning burnout, an increasingly focused phenomenon involving physical and spiritual exhaustion, dehumanization, resentment against studies and belief recession in self-accomplishment, is attributed to lack of interest and motives in studies, learning load and pressure, and individualized psychological factors. Learning burnout kills students’interest and motives in their studies, and therefore imposes considerable negative impact on their academic expectations.
Epistemological beliefs, a newly developed topic in metacognition research and a concept employed by psychologists when conducting epistemological studies in view of psychological perspectives, is defined as the internal surroundings of learners concerned with studying activities. Comparatively an independent belief system, it makes students’knowledge views (beliefs in essence of knowledge and knowledge acquisition) its central concept. With theoretical denotative in relation to students’beliefs in studies, teaching and capability, epistemological beliefs play a instruction and regulation role in students’cognitive processing and learning behaviors.
After defining the conception of learning burnout and epistemological beliefs and reviewing contemporary researches and their future directions , the author investigated the factors and relationship between learning burnout and epistemological beliefs. It is conducive to a better understanding of status quo and attributive factors of learning accidie and epistemological beliefs and further acquaintance with cognitive mechanism in students’learning process to deal with regression analysis based on predictive variables (scores deriving from integral-constructive dimension, separated-receptive dimension, and gross index) and dependent variables (sores of three dimensions and gross index of learning burnout among university students). Improving learning burnout through changing students’epistemological beliefs, this research aims at the availability of theoretical proofs to practical instruction and educational reforms.
Through the correlative research on factors and relationship between learning burnout and epistemological beliefs with 500 students sampling from Liaocheng University and Weifang Medical College, the results are as follows:
(1)Learning burnout, not considerably serious though, existed among some college students, misconduct ranging first, followed by low self-accomplishment and depression.
(2)There existed a significant gender difference in view of learning burnout, depression and misconduct, boys scoring higher than girls. However, girls were considerably more mature and active in separated-receptive dimension and total scores in epistemological beliefs, no gender difference being there in low self-accomplishment dimension, though.
(3)There is also a remarkable grade difference in the field of learning burnout. Sophomores demonstrated more depression, misconduct and low self-accomplishment, and witnessed more learning burnout than freshmen; sophomores were more of misconduct and low self-accomplishment than juniors, learning burnout of the former being higher than the latter. Seniors are more depressed than freshmen. Grade difference is there in epistemological beliefs, too. Freshmen were more mature and active than juniors and seniors. In regard to integral-constructive dimension and epistemological beliefs, freshmen were dramatically more mature and active than sophomores. As far as separated-receptive dimension and epistemological beliefs, sophomores were more mature and active than juniors and seniors.
(4) There was no significant specialty difference in regard to learning burnout and epistemological beliefs.
(5)Except the incorrelation between low self-accomplishment in learning burnout and separated-receptive dimension in epistemological beliefs, there exists apparent negative correlation among dimensions in learning burnout and epistemological beliefs. Epistemological beliefs offered reliable predictions to pressure, misconduct and general level of learning burnout, while the integral-constructive dimension served the same function in low self-accomplishment in epistemological beliefs.
而认识论信念则是近年来元认知研究领域一个新主题,是教育心理学家从心理学的角度对人的认识论进行研究时所使用的一个概念,是学习者进行学习活动的内在背景,是一套相互独立的信念系统,其中学生的知识观也即学生对知识本质和知识获得的信念是其核心内容,其理论外延还涉及到学生对学习、教学及能力等所持有的信念,它会对学生的认知过程和学习行为起到引导和调节作用。
本文对学习倦怠和认识论信念的概念进行了界定,介绍了学习倦怠和认识论信念的国内外研究现状与发展趋势,对大学生学习倦怠、认识论信念的影响因素及其两者之间关系进行了研究,并以大学生认识论信念量表的整合-建构维度、零散-接受维度和总量表的得分为预测变量,以大学生学习倦怠的三个维度和总量表为因变量,进行了回归分析,这将有助于我们进一步了解大学生学习倦怠和认识论信念的现状和影响因素,有助于我们进一步认识学生学习过程的认知机制,通过改变学生的认识论信念来改善学生的学习倦怠状况,为我们当今进行的实际教学和教育教学改革提供一定的理论和实践依据。
本研究以聊城大学和潍坊医学院的500名学生为被试对大学生学习倦怠和认识论信念的影响因素及其两者之间关系进行了研究,结果表明:
(1)大学生的学习倦怠整体状况虽不至于非常严重,但在相当一部分大学生中存在着比较严重的学习倦怠。其中行为不当得分最高,其次是成就感低和情绪低落。
(2)大学生在学习倦怠的情绪低落、行为不当维度及总分上存在显著的性别差异,男生得分高于女生。但是在成就感低维度上不存在性别差异,在认识论信念的零散-接受维度及总分上存在显著性别差异,女生显著地比男生成熟和积极。
(3)大学生在学习倦怠上存在显著的年级差异。其中二年级比一年级表现出更多的情绪低落、行为不当和成就感低,整体学习倦怠程度也显著高于一年级;二年级则比三年级表现出更多的行为不当和成就感低,整体倦怠程度也显著高于三年级;四年级比一年级表现出更多的情绪低落;大学生在认识论信念上也存在显著的年级差异,一年级显著地比三、四年级成熟和积极。在整合-建构维度和认识论信念总分上,一年级显著地比二年级成熟和积极。在零散-接受维度和认识论信念总分上,二年级显著地比三、四年级成熟和积极。
(4)大学生在学习倦怠和认识论信念上不存在显著的专业差异。
(5)除学习倦怠的成就感低维度和认识论信念的零散-接受维度不存在相关之外,大学生学习倦怠的各维度和认识论信念的各维度之间均存在极其显著的负相关。大学生认识论信念总分对学习倦怠的情绪低落、行为不当和学习倦怠总体水平具有较好的预测作用,认识论信念的整合-建构维度对学习倦怠的成就感低维度具有较好的预测作用。
Learning burnout, an increasingly focused phenomenon involving physical and spiritual exhaustion, dehumanization, resentment against studies and belief recession in self-accomplishment, is attributed to lack of interest and motives in studies, learning load and pressure, and individualized psychological factors. Learning burnout kills students’interest and motives in their studies, and therefore imposes considerable negative impact on their academic expectations.
Epistemological beliefs, a newly developed topic in metacognition research and a concept employed by psychologists when conducting epistemological studies in view of psychological perspectives, is defined as the internal surroundings of learners concerned with studying activities. Comparatively an independent belief system, it makes students’knowledge views (beliefs in essence of knowledge and knowledge acquisition) its central concept. With theoretical denotative in relation to students’beliefs in studies, teaching and capability, epistemological beliefs play a instruction and regulation role in students’cognitive processing and learning behaviors.
After defining the conception of learning burnout and epistemological beliefs and reviewing contemporary researches and their future directions , the author investigated the factors and relationship between learning burnout and epistemological beliefs. It is conducive to a better understanding of status quo and attributive factors of learning accidie and epistemological beliefs and further acquaintance with cognitive mechanism in students’learning process to deal with regression analysis based on predictive variables (scores deriving from integral-constructive dimension, separated-receptive dimension, and gross index) and dependent variables (sores of three dimensions and gross index of learning burnout among university students). Improving learning burnout through changing students’epistemological beliefs, this research aims at the availability of theoretical proofs to practical instruction and educational reforms.
Through the correlative research on factors and relationship between learning burnout and epistemological beliefs with 500 students sampling from Liaocheng University and Weifang Medical College, the results are as follows:
(1)Learning burnout, not considerably serious though, existed among some college students, misconduct ranging first, followed by low self-accomplishment and depression.
(2)There existed a significant gender difference in view of learning burnout, depression and misconduct, boys scoring higher than girls. However, girls were considerably more mature and active in separated-receptive dimension and total scores in epistemological beliefs, no gender difference being there in low self-accomplishment dimension, though.
(3)There is also a remarkable grade difference in the field of learning burnout. Sophomores demonstrated more depression, misconduct and low self-accomplishment, and witnessed more learning burnout than freshmen; sophomores were more of misconduct and low self-accomplishment than juniors, learning burnout of the former being higher than the latter. Seniors are more depressed than freshmen. Grade difference is there in epistemological beliefs, too. Freshmen were more mature and active than juniors and seniors. In regard to integral-constructive dimension and epistemological beliefs, freshmen were dramatically more mature and active than sophomores. As far as separated-receptive dimension and epistemological beliefs, sophomores were more mature and active than juniors and seniors.
(4) There was no significant specialty difference in regard to learning burnout and epistemological beliefs.
(5)Except the incorrelation between low self-accomplishment in learning burnout and separated-receptive dimension in epistemological beliefs, there exists apparent negative correlation among dimensions in learning burnout and epistemological beliefs. Epistemological beliefs offered reliable predictions to pressure, misconduct and general level of learning burnout, while the integral-constructive dimension served the same function in low self-accomplishment in epistemological beliefs.
引文
[1]转引自孙爱玲.大学生学习倦怠及其影响. 山东师范大学.硕士论文,2006.4
[2] maslach C,Understanding Burnout:Definitional Issues in Analyzing a Complex Phenomenon. In Paine W W ed. Job Stress and Burnout. Beverly Hills.CA:Sage,1982
[3]maslach C,Leiter M P.The Truth about Bumout San Francisco,CA:Jossey-Bass Publishers,1997
[4]转引自杨丽娴.当前大学生学习倦怠状况及其与专业承诺关系的研究. 福建师范大学.硕士论文,2004,6
[5]Barara K. Hofer,Paul R. Pintrinch(1997),The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and their Relation to learning,Review of Educational Research, 1997,67(1):106
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[16]连榕、杨丽娴、吴兰花.大学生的专业承诺、学习倦怠的关系与量表编制.心理学报,2005,37(5):632-636
[17]徐富明、吉峰、钞秋玲.中小学教师职业倦怠问卷的编制及信效度检验.中国临床心理学杂志,2004,12(1):13-14,95
[18]孙爱玲.大学生学习倦怠及其影响. 山东师范大学.硕士论文,2006.4
[19]李永鑫、周广亚.大学新生倦怠与抑郁的相关性.中国临床康复,2006,10(30):48-50
[20]冯莺、骆宏、叶志弘.MBI量表在护士工作倦怠研究中的测试.中国心理卫生杂志,2004,18(7):477-499
[21]马杰.大学生认识论信念及其与自主学习能力的关系.山东师范大学硕士论文,2007,10
[22]Perry W G .Forms of intellictual and ethical development in the college years: A scheme.Review of Research in Higher Education,1970,17(3):120-125
[23] Perry W G .Cognitive and ethical growth:The making of meaning Cognition and Instruction,1981,12(3):151-183
[24] Hofer, B.K.& Pintrich, P.R. The development of Epistemological theories:beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 1997, 67 (1):88-140
[25]Hammer.D,Elby.A,Epistemological Resources,Mahwah,NJ:Erlbaum.Fourth International Conference of the Learning Sciences,2002
[26] Perry W G .Cognitive and ethical growth:The making of meaning Cognition and Instruction,1981,12(3):151-183
[27] King P M,Kitchener K S.Reflective judgment:Theory and research on the development of epistemic assumptions through adulthood.EducationnalPsychologist,2002,39(3):5-18
[28]张建伟,孙燕青.初中生的知识观与学习观的初步研究.心理发展与教育,1997,13(4):11-16
[29]刘儒德,邓利.小学生语文学习观调查研究.心理科学,2002,1:54-58
[30]刘儒德,陈红艳.小学生数学学习观调查研究.心理科学,2002,2:194-199
[31]刘儒德,宗敏,刘治刚.论学生学习观的结构.华东师范大学学报,2005,23(3):49-67
[32]刘儒德.学生的学习观及其对学习的影响.教育理论与实践,2005,5:59-62
[33]姬广敏,司继伟,毕华林.不同认识论学生的非智力因素对其化学探究学习的影响.化学教育,2007,3:8-14
[34]傅海伦.论学生数学学习信念的形成与培养.湖南师范大学社会科学学报,1996,2:81-84
[35]姚梅林,项丽娜.不同经验群体的学习观比较.心理发展与教育,2004,1:43-46
[36]姚梅林,杜春丽.学习信念的心理学研究.信阳师范学院学报(哲学社会科学版)2004,4:11-14
[37]毛平.对信念的认识论思考.武汉大学学报(哲学社会科学版),1999,2:18-20
[38]祝婧媛.中学生学习倦怠及其影响因素. 华东师范大学.硕士论文,2006,5
[39]胡丽萍.沈阳市初中生“学习倦怠”分析与对策.河北师范大学.硕士论文,2006,2
[40]杨宇然.中学生学习倦怠与自尊关系研究. 华东师范大学.硕士论文,2006,5
[41]许有云.大学生学习倦怠及其与应对风格的关系.中国健康心理学杂志,2007,15(3):243-245
[42]连榕,杨丽娴,吴兰花.大学生专业承诺、学习倦怠的状况及其关系.心理科学,2006,29(1):47-51
[43]张文新.青少年发展心理学.济南:山东人民出版社,2002, 437-452
[44]鲁正火,万秀梅.高师学生的学习倦怠分析.高等师范教育研究,1994,1:31-33
[45]任怡.大学生学习倦怠量表在高职院校的试测.理论与现代化,2007,3:120-122
[46]吴红顺,连榕.中学生知识学习观研究.心理与行为研究,2005,3(4):291-295
[47]周士勤.大学生知识观调查分析.中国健康心理学杂志,2007,15(3):224-226
[48]刘冰.中学生化学探究性学习的心理机制及其影响因素的研究.华东师范大学硕士论文,2005
[2] maslach C,Understanding Burnout:Definitional Issues in Analyzing a Complex Phenomenon. In Paine W W ed. Job Stress and Burnout. Beverly Hills.CA:Sage,1982
[3]maslach C,Leiter M P.The Truth about Bumout San Francisco,CA:Jossey-Bass Publishers,1997
[4]转引自杨丽娴.当前大学生学习倦怠状况及其与专业承诺关系的研究. 福建师范大学.硕士论文,2004,6
[5]Barara K. Hofer,Paul R. Pintrinch(1997),The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and their Relation to learning,Review of Educational Research, 1997,67(1):106
[6]王婷婷.关于我国高中生认识论信念的初步研究.华东师范大学硕士论文,2004,5
[7]转引自贾晓波、陈凤荣.工作倦怠的测量其干预研究综述.心理与行为研究,2006,4(1):55-60
[8]Pines A.Burnout In:Goldberger L,Breznitz S.Handbook of stress (Second Edition).New York:The Free Press,1993,386-403
[9]曾灵娟、武新春.国外职业倦怠研究概说.沈阳师范大学学报(社会科学版),2003,27(1):81-84
[10]王晓春、甘怡群.国外关于工作倦怠研究的现状述评.心理科学进展,2003.11(5):567-572
[11]连榕、杨丽娴、吴兰花.大学生的专业承诺、学习倦怠的关系与量表编制.心理学报,2005,37(5):632-636
[12]徐富明、吉峰、钞秋玲.中小学教师职业倦怠问卷的编制及信效度检验.中国临床心理学杂志,2004,12(1):13-14,95
[13]孙爱玲.大学生学习倦怠及其影响. 山东师范大学.硕士论文,2006.4
[14] 李永鑫、周广亚.大学新生倦怠与抑郁的相关性.中国临床康复,2006,10(30):48-50
[15]司继伟、王金素.经济发达地区小学教师职业倦怠的现状及影响因素.山东教育学院学报,2007,1:61-63
[16]冯莺、骆宏、叶志弘.MBI量表在护士工作倦怠研究中的测试.中国心理卫生杂志,2004,18(7):477-499
[17] 杨丽娴. 当前大学生学习倦怠及其与专业承诺关系的研究. 福建师范大学.硕士论文,2004,6
[18]马杰.大学生认识论信念及其与自主学习能力的关系.山东师范大学硕士论文,2007,10
[19]Perry W G .Forms of intellictual and ethical development in the college years: A scheme.Review of Research in Higher Education,1970,17(3):120-125
[20] Hofer, B.K.& Pintrich, P.R. The development of Epistemological theories:beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 1997, 67 (1):88-140
[21] Hammer.D,Elby.A,Epistemological esources,Mahwah,NJ:Erlbaum.Fourth International Conference of the Learning Sciences,2002
[22] Perry W G .Cognitive and ethical growth:The making of meaning Cognition and Instruction,1981,12(3):151-183
[23]转引自自王婷婷.关于我国高中生认识论信念的初步研究.华东师范大学硕士论文,2004,5
[24]King P M,Kitchener K S.Reflective judgment:Theory and research on the development of epistemic assumptions through adulthood.Educationnal Psychologist,2002,39(3):5-18
[25]张建伟,孙燕青.初中生的知识观与学习观的初步研究.心理发展与教育,1997,13(4):11-16
[26]刘儒德,邓利.小学生语文学习观调查研究.心理科学,2002,1:54-58
[27]刘儒德,陈红艳.小学生数学学习观调查研究.心理科学,2002,2:194-199
[28]姬广敏,司继伟,毕华林.不同认识论学生的非智力因素对其化学探究学习的影响.化学教育,2007,3:8-14
[29] 傅海伦.论学生数学学习信念的形成与培养.湖南师范大学社会科学学报,1996,2:81-84
[30]姚梅林,项丽娜.不同经验群体的学习观比较.心理发展与教育,2004,1:43-46
[31] 姚梅林,杜春丽.学习信念的心理学研究.信阳师范学院学报(哲学社会科学版)2004,4:11-14
[32] 毛平.对信念的认识论思考.武汉大学学报(哲学社会科学版),1999,2:18-20
[33] 祝婧媛.中学生学习倦怠及其影响因素. 华东师范大学.硕士论文,2006,5
[34] 胡丽萍.沈阳市初中生“学习倦怠”分析与对策.河北师范大学.硕士论,2006,2
[35] 杨宇然.中学生学习倦怠与自尊关系研究. 华东师范大学.硕士论文,2006,5
[36]许有云.大学生学习及其与应对风格的关系.中国健康心理学杂志,2007,15(3):243-245
[37]连榕,杨丽娴,吴兰花.大学生专业承诺、学习倦怠的状况及其关系.心理科学,2006,29(1):47-51
[38]张文新.青少年发展心理学.济南:山东人民出版社,2002,12.437-452
[39]鲁正火,万秀梅.高师学生的学习倦怠分析.高等师范教育研究,1994,1:31-33
[40] 任怡.大学生学习倦怠量表在高职院校的试测.理论与现代化,2007,3:120-122
[41]吴红顺,连榕.中学生知识学习观研究.心理与行为研究,2005,3(4):291-295
[42]周士勤.大学生知识观调查分析.中国健康心理学杂志,2007,15(3):224-226
[43] 刘冰.中学生化学探究性学习的心理机制及其影响因素的研究.山东师范大学硕士论文,2005
[1]maslach C,Leiter M P.The Truth about Bumout San Francisco,CA:Jossey-Bass Publishers,1997
[2] maslach C,Understanding Burnout:Definitional Issues in Analyzing a Complex Phenomenon. In Paine W W ed. Job Stress and Burnout. Beverly Hills.CA:Sage,1982
[3]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. 福建师范大学.硕士论文,2004.6
[4] 杜秀芳,张承芬.科学探究的认知机制研究述评.心理科学,2007,30(2):391-393
[5]Barara K. Hofer,Paul R. Pintrinch(1997),The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and their Relation to learning,Review of Educational Research, 1997,67(1):93-119
[6]王婷婷.关于我国高中生认识论信念的初步研究.华东师范大学硕士论文,2004.5
[7]转引自贾晓波、陈凤荣.工作倦怠的测量其干预研究综述.心理与行为研究,2006,4(1):55-60
[8]Pines A.Burnout In:Goldberger L,Breznitz S.Handbook of stress (Second Edition).New York:The Free Press,1993,386-403
[9]司继伟等.经济发达地区小学教师职业倦怠的现状及影响因素.山东教育学院学报,2007,1:61-63
[10]司继伟、王金素.引发中小学教师职业倦怠的教师评价因素.山东师范大学学报(人文社会科学版),2007,52(2):158-161
[11]唐文清,范会勇.大学生学习倦怠及其对策.南方论刊,2005,5:100-101
[12]茅育青.学习的倦怠之原因与对策研究.心理科学,2007,30(3):752-754
[13]胡俏,戴春林.中学生学习倦怠结构研究.心理科学,2007,30(1):162-164
[14]曾灵娟、武新春.国外职业倦怠研究概说.沈阳师范大学学报(社会科学版),2003,27(1):81-84
[15]王晓春、甘怡群.国外关于工作倦怠研究的现状述评.心理科学进展,2003,11(5):567-572
[16]连榕、杨丽娴、吴兰花.大学生的专业承诺、学习倦怠的关系与量表编制.心理学报,2005,37(5):632-636
[17]徐富明、吉峰、钞秋玲.中小学教师职业倦怠问卷的编制及信效度检验.中国临床心理学杂志,2004,12(1):13-14,95
[18]孙爱玲.大学生学习倦怠及其影响. 山东师范大学.硕士论文,2006.4
[19]李永鑫、周广亚.大学新生倦怠与抑郁的相关性.中国临床康复,2006,10(30):48-50
[20]冯莺、骆宏、叶志弘.MBI量表在护士工作倦怠研究中的测试.中国心理卫生杂志,2004,18(7):477-499
[21]马杰.大学生认识论信念及其与自主学习能力的关系.山东师范大学硕士论文,2007,10
[22]Perry W G .Forms of intellictual and ethical development in the college years: A scheme.Review of Research in Higher Education,1970,17(3):120-125
[23] Perry W G .Cognitive and ethical growth:The making of meaning Cognition and Instruction,1981,12(3):151-183
[24] Hofer, B.K.& Pintrich, P.R. The development of Epistemological theories:beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 1997, 67 (1):88-140
[25]Hammer.D,Elby.A,Epistemological Resources,Mahwah,NJ:Erlbaum.Fourth International Conference of the Learning Sciences,2002
[26] Perry W G .Cognitive and ethical growth:The making of meaning Cognition and Instruction,1981,12(3):151-183
[27] King P M,Kitchener K S.Reflective judgment:Theory and research on the development of epistemic assumptions through adulthood.EducationnalPsychologist,2002,39(3):5-18
[28]张建伟,孙燕青.初中生的知识观与学习观的初步研究.心理发展与教育,1997,13(4):11-16
[29]刘儒德,邓利.小学生语文学习观调查研究.心理科学,2002,1:54-58
[30]刘儒德,陈红艳.小学生数学学习观调查研究.心理科学,2002,2:194-199
[31]刘儒德,宗敏,刘治刚.论学生学习观的结构.华东师范大学学报,2005,23(3):49-67
[32]刘儒德.学生的学习观及其对学习的影响.教育理论与实践,2005,5:59-62
[33]姬广敏,司继伟,毕华林.不同认识论学生的非智力因素对其化学探究学习的影响.化学教育,2007,3:8-14
[34]傅海伦.论学生数学学习信念的形成与培养.湖南师范大学社会科学学报,1996,2:81-84
[35]姚梅林,项丽娜.不同经验群体的学习观比较.心理发展与教育,2004,1:43-46
[36]姚梅林,杜春丽.学习信念的心理学研究.信阳师范学院学报(哲学社会科学版)2004,4:11-14
[37]毛平.对信念的认识论思考.武汉大学学报(哲学社会科学版),1999,2:18-20
[38]祝婧媛.中学生学习倦怠及其影响因素. 华东师范大学.硕士论文,2006,5
[39]胡丽萍.沈阳市初中生“学习倦怠”分析与对策.河北师范大学.硕士论文,2006,2
[40]杨宇然.中学生学习倦怠与自尊关系研究. 华东师范大学.硕士论文,2006,5
[41]许有云.大学生学习倦怠及其与应对风格的关系.中国健康心理学杂志,2007,15(3):243-245
[42]连榕,杨丽娴,吴兰花.大学生专业承诺、学习倦怠的状况及其关系.心理科学,2006,29(1):47-51
[43]张文新.青少年发展心理学.济南:山东人民出版社,2002, 437-452
[44]鲁正火,万秀梅.高师学生的学习倦怠分析.高等师范教育研究,1994,1:31-33
[45]任怡.大学生学习倦怠量表在高职院校的试测.理论与现代化,2007,3:120-122
[46]吴红顺,连榕.中学生知识学习观研究.心理与行为研究,2005,3(4):291-295
[47]周士勤.大学生知识观调查分析.中国健康心理学杂志,2007,15(3):224-226
[48]刘冰.中学生化学探究性学习的心理机制及其影响因素的研究.华东师范大学硕士论文,2005