College Students’ Motivated Learning Strategies toward Their Majors: A Comparative Investigation

根据Pintrich的学习动机策略调查问卷并结合当代大学生专业课程学习的实际情况编译出《中国大学生学习动机及策略问卷》，选取505名本科生为调查对象，采取单因素方差分析方法，在信度和效度验证的基础上，重点探究不同性别、专业的学生在专业课学习动机和策略上的差异。研究结果显示：1) 女大学生比男大学生更善于合理安排学习时间以及制定高效科学的学习计划；2) 文科生考试焦虑感较低且更加重视课堂任务，而理科生在面对课程难点时压力较大，对时间的管理能力与文科生相比也略有不足。此项研究有助于有针对性地对学生进行学业指导，激发他们的学习动机，引导他们增强信心，创造多元学习方法；同时对于提升学生学习专业课的兴趣也有一定的启示意义。 This research applied Motivated Strategies for Learning Questionnaire-Adapted Chinese version for adult learners (MSLQ-CAL) questionnaire to investigate 501 college students’ learning motivation and strategies toward their disciplinary courses. MSLQ-CAL was generated based on exploratory and confirmatory factor analyses with high internal consistency reliability. Analysis of variance was conducted to examine gender and major differences on the 6 factors within motivation domain and 9 factors within learning strategy domain. Results with B-H correction suggested that female students scored significantly higher on time management and organizational strategies; in addition, social science majors exhibited higher performance on task value, self-regulation, time management and self-regulation, as compared to science majors, who also scored significantly higher on test anxiety. These findings provide insight for college counselors and educators to provide targeted service and guidance to enhance male students and science majors’ learning motivation and the use of strategies to become effective learners and to be successful in future career.