大一学生学习动机自主学习能力与学业成绩满意度的关系研究

目的探讨大一学生学习动机、自主学习能力与学业成绩满意度之间的关系。方法采用大学生学习动机量表、自主学习能力量表和学业成绩满意度自我评定量表对随机抽取的284名大一学生进行调查。结果284名大一学生学习动机均分(12.6±10.2)、自主学习能力均分(255.9±37.0)、学业成绩满意度(3.1±0.9),大一学生学习动机、自主学习能力与学业满意度均无性别、学科差异(P>0.05)。大一学生学习动机总分与自主学习能力总分呈正相关(r=0.396,P<0.01)、与学业成绩满意度总分呈正相关(r=0.299,P<0.01);自主学习能力总分与学业成绩满意度呈正相关(r=0.547,P<0.01)。大一学生学习动机中的认识因子能有效预测学业成绩满意度(t=3.232,P<0.01),自主学习能力中学习动机因素(t=2.054,P<0.05)、学习过程因子(t=2.731,P<0.01)能有效预测学业成绩满意度。结论认识、学习动机和学习过程能有效预测大一学生的学业成绩满意度。

Study on relationship between freshmen's learning motivation,autonomous learning ability and academic achievement satisfaction

Objective To explore the relationship between freshmen's learning motivation, autonomous learning ability and academic achievement satisfaction. Methods A total of 284 college freshmen were randomly selected and investigated by using the College Student Motivation Scale, Autonomous Learning Ability Scale, and Academic Achievement Satisfaction Self-Assessment Scale. Results The average score of learning motivation was (12.6±10.2), the average score of independent learning ability was (255.9±37.0) and the average score of academic achievement satisfaction was (3.1±0.9) in 284 freshmen. There were no gender and discipline differences in learning motivation, autonomous learning ability and academic satisfaction among them (P>0.05). The total score of the freshmen's learning motivation was positively correlated with the total socre of autonomous learning ability (r=0.396, P<0.01), and positively correlated with the total socre of academic achievement satisfaction (r=0.299, P<0.01); the total score of autonomous learning ability was positively correlated with the academic achievement satisfaction (r=0.547, P<0.01). The cognitive factors in freshmen's learning motivation could effectively predict the academic achievement satisfaction (t=3.232, P<0.01). The factors of learning motivation in autonomous learning ability could effectively predict the academic achievement satisfaction (t=2.054, P<0.05), and the factors of learning process could effectively predict the academic satisfaction (t=2.731, P<0.01). Conclusion The cognitive, learning motivation and learning process can effectively predict academic achievement satisfaction of freshmen.