Research On The Learning Power Model Of College Students In China

With the development of higher education in our country,the quality problem has become a topic which has been paid much attention by all circles of society.The improvement of the quality of college students' learning has become a hot topic in the research of higher education in recent years.However,the study of college students'learning is a complicated project,which involves many fields such as pedagogy,psychology,sociology and so on.It is not only a realistic dilemma but also an inevitable trend for college student learning research tobuild a comprehensive model.After systematizing the study of college students' learning and learning power,this thesis defines the connotation and structural elements of college students' learning power on the basis of learning psychology and systematic dynamics,and constructs the theoretical model of college student's learning power.Based on the theory of college influence on students' learning and individual-environment fit,the influential factors of students' learning power model are put forward.On this basis,this thesis uses the database of NCSS to verify the theoretical model,constructs the empirical model of college students' learning power,and analyzes the influencing factors as well as dynamic development mechanism of college students' learning power in China.At the same time,this paper analyses the learning power model of the top college students,and explores the particularity of learning power model of the top college students in China by using the method of qualitative research.In general,this research puts forward the theoretical model of college students' learning power,and explores the influencing factors and dynamic development mechanism of college students' learning power model in China.It not only solves the realistic dilemma of college students' learning research,carries out the research on the integration model of college students' learning,but also breaks the research status quo of static structure of learning power.In addition,the innovation of this research is also reflected in the convergent design of the mixed method and using various analytical methods,presenting the results of horizontal and longitudinal data as well as the three-dimentional learning power model.What's more,using the quantitative research to explore the general characteristics of college students' learning power model and the qualitative study mothod to display the real experience of the college students'learning,excavating the particularity of the top college students' learning power model,and realizing the perfect combination of the general generality of particularity.In this study,the mixed method which is combination of quantitative and qualitative methods is applied to study,and the convergent design is chosen to analyze the learning power model of college students in China.The main part of the thesis firstly analyzes the existing research and puts forward the theoretical model as well as the conceptual framework of college students' learning power model.Secondly,using the quantitative research to analyze the empirical model of students' leraning power in China.Thirdly,analyzing the influencial factors of college students' learning power model by using the Multi-Group Structure Equation Model and Stucture Equation Model to explore how individual,medium-micro and macro-environment factors affect students' learning power.Fourthly,the dynamic development characteristics of college students' learning power model is analyzed by longitudinal data.Finally,taking case study as a strategy,collecting data by in-depth interview,and using the analytic induction method to explore the particularity of the learning power model of the college students with excellence in learning in China.The main conclusions are as follows:First,the development trend of the elements of college students' learning power is positively,but the development of each element is uneven,and students of different groups show different characteristics in the average of each element of learning power.There are significant differences in the elements of learning power among students of different gender,students' source,family income,degree of parental education,grade,subject type and college type.Secondly,the model of learning power is a comprehensive model which integrates cognition,behavior and emotion.It shows the relationship among power of learning motivation,power of learning strategy,power of learning engagement,power of knowledge,power of cognition,power of skill,power of emotion.The concrete manifestation is that both students' power of learning motivation and power of learning strategy have positive predictive effect on the power of learning engagement,and students' power of learning engagement has positive effect on the power of knowledge,cognition,skill and emotion.Thirdly,the model of college students' learning power is influenced by the pre-school experience,the teaching environment and the campus environment.Among them,the family background and the academic performance in high school as pre-school experience significantly affects the college students' learning power model in China.The students' experience of teaching environment has a very significant positive influence on the learning power model,and the influence effect is the biggest among all the environmental factors.The students' satisfaction with the campus environment has positive effect on the students' learning power model as well.Fourthly,the time factor has significant influence on the students' power of learning motivation,learning stategy,learning engagement and emotion,and the relationship between the structure elements of learning power model will show different characteristics with the change of time.The effect of power of applied motivation on power of learning engagement will be enhanced with time in individual.The influence of power of learning engagement on power of knowledge,cognition,skill and emotion will also increase significantly with time in individual.Fifthly,the particularity of learning power mode of the college students with excellence in learning is manifested in both the internal and external mechanism.In the internal mechanism,the college students with excellence in learning have strong power of learning motivation,self-regulated learning ability.They can self-regulate the using of learning strategy and learning engagement,make great effort to meet their own learning needs.The gains in knowledge,cognition,skill and emotion will be transformed into a new power of learning motivation,learning strategy and learning engagement to form a virtuous cycle.In the extrenal mechanism,the students with excellence in learning can complete the exploration and definite their self-orientation in a short time,and in this process,effectively utilize the positive effects of pre-school experience,curricular teaching,the extracurricular activities,interpersonal relationship and other contextual factors in order to promote the virtuous cycle of the learning power model.Combined with the basic conclusion of quantitative and qualitative research,this paper also puts forward the comprehensive conclusions of the study on college students' learning power model in China:First,power of learning engagement is the bridge element of the learning power model,and the most plastic element in higher education.Secondly,the academic performance in high school and the way of family education are the main factors of pre-school factors that affect college students'learning power model,and the academic performance includes the learning habits,learning strategies and learning status.Thirdly,the curricular teaching environment is the most important factor that influences the students' learning power model,and it is also the most promising link of higher education.Fourthly,the extracurricular activities are important environmental factors that affect the college students' learning power model.What's more,it highlights the demand for scientific research of undergraduates so that the colleges need to bring the role of normal curricula and extracurricula into full play.Fifthly,the interpersonal relationship is the situational factor that affects college students' learning power model.Sixth,self-orientation,which has not been paid much attention to in the quantitative research,is the key factor that affects the particularity of the top college students' learning power modelBased on the above conclusions,this research put forward some suggestions to students,teachers and colleges,which play important roles in students' learning power model.For students,widening the information channel and making self-orientation clear.Paying attention to the characteristics of learning power and promoting self-construction.Seeking the help of others and realizing self-transcendence.For teachers,approving the teacher's identity and keeping reflective assessment.Enriching the teaching contents and strengthening the guidance of thinking.Increasing communication with students and listening to the students'voices.For college,strengthening the system support to students and creating a good environment by providing more extracurricular activites.Improving the system of teachers' assessment and creating a good teaching environment for teachers.