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[1]杨颖,杨凡,贺昭婵,等.大学生学习动机与学业自我效能感的关系——以贵州新建本科院校为例[J].集美大学学报(教育科学版),2018,19(06):29-32.
 YANG Ying,YANG Fan,HE Zhao-chan,et al.The Relation between Study Motivation and Study Self-Efficacy in Students from Recently-Established Colleges[J].Journal of Jimei University(Education Science Edition),2018,19(06):29-32.
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大学生学习动机与学业自我效能感的关系——以贵州新建本科院校为例(PDF)
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《集美大学学报(教育科学版)》[ISSN:1671-6493/CN:35-1238/U]

卷:
第19卷
期数:
2018年06期
页码:
29-32
栏目:
教育心理研究
出版日期:
2018-11-28

文章信息/Info

Title:
The Relation between Study Motivation and Study Self-Efficacy in Students from Recently-Established Colleges
作者:
杨颖杨凡贺昭婵蔡双伍祖梅
(安顺学院教育科学学院,贵州安顺561000)
Author(s):
YANG Ying YANG Fan HE Zhao-chan CAI Shuang WU Zu-mei
(School of Educational Sciences, Anshun University, Anshun 561000, China)
关键词:
学习动机学业自我效能感大学生新建本科院校
Keywords:
study motivation study self-efficacy students recently established colleges
分类号:
-
DOI:
-
文献标志码:
A
摘要:
选取贵州省新建本科院校大学生506名,用大学生学习动机问卷和学业自我效能感问卷进行测查,了解新建本科院校大学生学习动机特点及与学业自我效能感的关系,为有针对性地激发新建本科院校大学生学习动机提供参考。新建本科院校大学生学习动机在性别(t=0.427)、年级(F=2.627)上差异无统计学意义(P>0.05或P=0.05),但在专业(t=-3.616)上差异有统计学意义(P<0.001)。相关分析显示,新建本科院校大学生学习动机均分及各维度的得分与学业自我效能感两个因子得分的相关均具有统计学意义(r=0.431-0.547,P<0.001)。回归分析显示,学习能力效能感和学习行为效能感对学习动机具有显著的正向预测作用(Beta=0.357,0.262;P值均<0.001)。新建本科院校大学生学习动机不存在显著的性别与年级差异,但存在显著的专业差异;学业自我效能感对学习动机存在显著的影响。
Abstract:
One hundred and six students from a recently established college were sampled andmeasured with the College Student Study Motivations Questionnaire and the Study Self-Efficacy Questionnaire,To probe the relation between the characteristics of study motivations and study self-efficacy in students from recently established colleges. There was no statistically significant difference on the basis of gender (t=0.427, P>0.05) or grades (F=2.627,P=0.05), other than on that of majors (t=-3.616, P<0.001). The correlational analysis revealed that study motivationand its sub-dominions significantly related to the two factors of study self-efficacy (r=0.431-0.547, P<0.001).The regression analysis revealed that both study ability self-efficacy and study behavior self-efficacy positively predicted study motivation (Beta=0.357, 0.262; Ps<0.001). In students from recently established colleges, 1) there was no significant difference on the basis of genders or grades, other than on that of majors; 2) study self-efficacy had a potential effect on study motivation.

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更新日期/Last Update: 2019-01-18