Learning Ability Of College Students: Researches Of Its' Scale Developing And Inventory Survey

In the theoretical research, this article analyses college students' learning abilities(CSLA) from the aspect of learning how to learn, and considers that CSLA is the sum of strategies and skills which college students use to guide their learning activities, and the CSLA contains three dimensions: the ability of acquiring and applying knowledge, the self-regulating ability of learning process, the ability of managing and applying learning resources.In the first part of our demonstration researches, according our theory we design the "College students' learning ability questionnaire"(CSLAQ) basing opening questionnaire investigating and visiting to the interrelated persons, and then do the preparing testing of it and analyze its structure, validity and reliability. In the second part of our demonstration researches, we explore the characteristics and influencing factors of CSLA by investigating 627 college students from four universities in Fuzhou city with CSLAQ and learning motivation questionnaire and the questionnaire of perceived self-efficacy of learning. The results of our demonstration researches show that: (1) CSLAQ contains three dimensions: the ability of acquiring and applying knowledge, the self-regulating ability of learning process, the ability of managing and applying learning resources, and the CSLAQ is of satisfactory validity and reliability; (2) the whole CSLA is on the middling level, so it have to be developed and advanced; (3) CSLA of male students and female students are significant different: male students' ability of acquiring and applying knowledge is better than female students', and female students' ability of acquiring and applying knowledge and self-regulating ability of learning process are better than male students';(4) CSLA of different grades are not significant different, CSLA doesn't go up with the grade; (5) CSLA has significant correlations with learning motivation and perceived self-efficacy of learning, and learning interest and perceived self-efficacy of learning have a comparatively stronger influences to CSLA.