影响学习敏捷性的因素:福州大学的本科生
Ronghua Li1, Wallapa Chalermvongsavej1
1Suryadhep Teachers College, Rangsit University, Bangkok, Thailand.
Acta psychologica
|July 31, 2025
概括
自主领导和自我效能是福州本科生学习敏捷性的关键驱动力. 情绪智能通过一系列动机和自我管理因素间接影响学习敏捷性.
科学领域:
- 教育心理学教育心理学
- 组织行为 组织行为
- 高等教育研究 高等教育研究
背景情况:
- 学习灵活性对于导航不断变化的专业环境至关重要.
- 了解影响中国本科生学习敏捷性的因素至关重要.
- 现有的模型往往忽略了复杂的调解途径.
研究的目的:
- 测量福州本科生学习敏捷度水平.
- 确定情绪智能,成就动机,自我领导力和自我效能对学习敏捷性的直接和间接影响.
- 验证这些影响因素的调解模型,包括链式调解效应.
主要方法:
- 混合方法方法结合了定量 (问卷,N=400) 和定性 (专家采访,N=8) 数据.
- 在五所福州大学进行多阶段分层随机抽样.
- 定量数据的确认因素分析 (CFA) 和结构方程建模 (SEM);定性数据的专题分析.
主要成果:
- 自主领导力 (β=0.479) 和自我效能 (β=0.206) 被确定为学习敏捷性的主要直接预测因素.
- 情绪智能通过成就动机 → 自主领导 → 自力效应链间接影响了学习敏捷性,解释了87.3%的总影响.
- 定性数据显示,课程的刚性是障碍,并强调了成就动机在推动自我领导的作用.
结论:
- 一个四维的学习敏捷性构造被验证为中国学生.
- 干预措施应侧重于培养自我领导力和自我效能.
- 解决课程的硬性对于提高学生的变化敏捷性很重要.
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