|本期目录/Table of Contents|

[1]陈芳.大学生学习投入、人际关系满意感及关系研究[J].集美大学学报(教育科学版),2015,16(03):20-25.
　CHEN Fang.Current Situation of Undergraduates’ Academic Engagement and Relationship Satisfaction and Their Relationship[J].Journal of Jimei University(Education Science Edition),2015,16(03):20-25.
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大学生学习投入、人际关系满意感及关系研究()
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第16卷
期数:
2015年03期
页码:
20-25
栏目:
教育心理研究
出版日期:
2015-05-28

文章信息/Info

Title:
Current Situation of Undergraduates’ Academic Engagement and Relationship Satisfaction and Their Relationship
作者:
陈芳
（福建师范大学教育学院，福建福州350117）
Author(s):
CHEN Fang
(College of Education, Fujian Normal University, Fuzhou 350117, China)
关键词:
大学生; 学习投入; 人际关系满意感
Keywords:
undergraduate;  academic engagement;  relationship-satisfaction;  the similarity and toleration
分类号:
-
DOI:
-
文献标志码:
A
摘要:
研究使用廖友国编制的《大学生学习投入调查问卷》和赵菊编制的《人际关系满意感量表》，对219名福建本科大学生进行问卷调查。结果表明：大学生的学习投入水平一般，情感投入最高，行为投入最低，户籍、年级和专业因素影响着大学生的学习投入水平。大学生的人际关系满意感高，对人际关系的互利支持、外向干练、相似相容、道德素质感到满意，而对人际交往中交际屏障和差异冲突的不满意感少；性别、是否独生子女和年级影响大学生人际关系满意感。人际关系满意感及其部分因子与大学生学习投入存在不同程度的正相关，其中相似相容因子对学习投入及其各维度都具有显著的预测作用，即大学生在人际关系中对经历相似性和心理关系相容性的满意感越高，就会表现出更多的学习行为，在学习中采取更多的策略，获得更多的积极体验。
Abstract:
This research investigated 219 college students with the undergraduates’ academic engagement questionnaire and the relationship satisfaction questionnaire. The results show that level of college students’ academic engagement and cognitive engagement is average and the level of behavioral engagement is the lowest, while the level of emotional engagement is highest. Research found that significant differences of household registration, grade and major in undergraduates’ academic engagement appear. Undergraduates’ satisfaction of interpersonal relationship is high. They are satisfied with their reciprocal benefit and support, extroversion and capability, similarity and toleration, ethical quality, and seldom dissatisfied with the communication protective characters, difference and conflict. Factors of gender, grade and the one-child affect undergraduates’ academic engagement standard. The relationship satisfaction and its satisfied dimensions are positively correlated with the academic engagement. Moreover, the similarity and toleration could predict the academic engagement and its three factors. Thus we could conclude that the higher satisfaction to similarity of experiences and psychological relationship compatibility they have, the more learning behavior, strategies and positive experience would emerge.

参考文献/References:

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备注/Memo

备注/Memo:
更新日期/Last Update: 2016-07-19