大学生自我管理学习策略的差异性研究
A Study on the Differences in Self-Management Learning Strategies among College Students
DOI: 10.12677/ae.2025.15112227, PDF,    科研立项经费支持
作者: 王 倩：泰州学院教育科学学院，江苏 泰州
关键词: 自我管理；学习策略；有效性判断；Self-Management； Learning Strategy； Validity Judgement
摘要: 本研究以10种不同效用等级的自我管理学习策略为切入点，通过两次问卷调查(N = 262)，系统探究大学生自我管理学习策略的差异及成因。第一次问卷调查比较了在实际使用程度和有效性判断中10种自我管理学习策略之间的差异以及每种自我管理学习策略的实际使用程度和有效性判断之间的差异性。第二次问卷调查进一步证实了学生产生矛盾判断的原因。通过对自我管理学习策略的实际使用程度和有效性判断之间差异的成因分析，提出针对性教育干预对策，为高校优化学生学习策略指导提供实证依据。
Abstract: This research utilizes ten different utility levels of self-management learning strategies as a starting point, systematically investigates the differences and underlying causes of self-management learning strategies among university students through two questionnaire surveys (N = 262). The first questionnaire survey compares the differences among the ten self-management learning strategies in terms of their actual usage and validity judgement, as well as the discrepancies between actual usage and validity judgement for each strategy. The second questionnaire survey further explores the reasons behind students’ conflicting assessments. By analyzing the causes of the discrepancies between the actual usage and validity judgement of self-management learning strategies, the research proposes targeted educational interventions that provide empirical evidence for higher education institutions to optimize guidance on student learning strategies.
文章引用：王倩. 大学生自我管理学习策略的差异性研究[J]. 教育进展, 2025, 15(11): 1750-1756. https://doi.org/10.12677/ae.2025.15112227

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