The Relationship Between College Students' Integration-progressive Learning,Academic Emotion And Academic Achievement

In today's increasingly blended knowledge,students need to master more and more knowledge,students ' academic pressure is increasing.In an environment where the trend towards integration is becoming increasingly apparent,integration from the outside of students does not solve the problem in essence.We need to further explore how learners integrate external information with their own internal cognitive elements to achieve a good and fast learning.This also prompts us to explore from a new perspective whether integrated learning is more able to solve students ' learning problems than traditional progressive learning.But at present,the research on students ' learning form is still relatively weak.From the perspective of learner subject,this paper probes into the characteristics of integrated learning and progressive learning of college students and its influence on learning process and learning effect,which is of positive significance to promote the study of current learning psychology,promote students ' learning efficiency,and reduce students ' learning pressure.This study selected 2919(total subjects)college students as research objects by qualitative research,scale survey,behavior and eye movement experiments,and tried to explore the structure and characteristics of integration-gradual learning,the relationship between integration-gradual learning and academic emotions and academic achievement.Regarding reading comprehension as an experimental task to explore the influence of integrated-gradual learning on college students' reading comprehension so as to explore,from the perspective of integrated learning,the methods of students learning effectively.The main results of this study were as follows:College students' integration-gradual learning is a multi-level and multi-dimensional structure which consists of an integrated learning subscale and a progressive learning subscale.Each subscale includes three dimensions: application,lecture and review.In the integrated-gradual learning scale,the internal consistency coefficients of the two subscales of integrated learning and progressive learning were 0.847 and 0.767,respectively,and the test-retest reliability(two weeks apart)was 0.822 and 0.752,respectively.Exploratory factor analysis and confirmatory factors indicate that the structural validity of the college students' integrated-graduation learning scale is better?The integrated learning and progressive learning of college students are at the upper-middle level,and the progressive learning is significantly higher than the integrated learning.That indicates the students mainly focusing on progressive learning and the integrated learning of college students of different genders and grades.The learning differences are not significant;college students' academic sentiments such as pride,satisfaction,anxiety and boredom are at a medium level,and boys score significantly higher on positive academic emotions such as pride and satisfaction than girls,and junior and senior students' are significantly higher than freshmen and sophomore's.That indicates college students' academic sentiment having certain gender and grade differences?(3)Integral learning and progressive learning of college students were significantly positively correlated with college students' academic performance(r = 0.291,0.323).Integrated learning was significantly positively correlated with pride(positive high awakening)and satisfaction(positive low awakening)(r = 0.275,0.375),significantly negatively correlated with boredom(negative low arousal)(r =-0.275),progressive learning was significantly positively correlated with pride and satisfaction(r = 0.252,0.470),and significantly negatively correlated with anxiety and boredom(r =-0.106,-0.248);both integrated learning and progressive learning significantly and positively predicted academic performance(? = 0.532,0.293),and the predictive effect of integrated learning was significantly greater than progressive learning;Integrated learning and progressive learning have significant positive prediction on positive academic emotions such as pride and satisfaction(? = 0.198,0.106,0.421,0.067).The effect of prediction of integrated learning is stronger than progressive learning,anxiety,boredom,etc.Negative academic sentiment has a significant negative prediction(? =-0.199,-0.124,-0.16,-0.193)?(4)Learning emotions play a partial intermediary role between integrated learning and academic achievement.Among them,the mediating effect of satisfaction is 0.123,accounting for 32.9% of the total effect,and the mediating effect of anxiety and boredom is 0.007,accounting for 1.9% of the total effect.Academic sentiment also play a partial intermediary role between progressive learning and subjective academic performance.Among them,the mediating effect of satisfaction was 0.108,accounting for 30.9% of the total effect,and the mediating effect of anxiety and boredom is 0.001,accounting for0.3% of the total effect.(5)The influence of two different learning forms of integrated learning and progressive learning on learning process and learning effect was investigated by experimental method.It was found that in key information,the focus of the integrated learning group was significantly longer than that of the Progressive Learning Group(1062.545 vs 655.691),and the number of scans and gaze was significantly higher than that of the Progressive Learning Group(3.683 vs 2.237;4.613 vs 2.833).In addition,the scores of the Integrated Learning Group(choice questions,simple answers,total scores)were significantly higher than those of the Progressive Learning Group(3.000 vs2.450;7.175 vs 4.925;13.233 vs 10.125)on the test results.These results show that integrated learning improves learners ' attention to key learning information,promotes the construction of text situational model,and improves the learning effect.This study shows that subscale of integration-gradual learning that college students' made on their own has a good reliability and validity,which can be used for the measurement of college students' integration-gradual learning.The learning style of college students is still based on gradual learning.Different learning styles have significant influence on college students' academic performance and specific learning tasks.Compared with progressive learning,integrated learning may be a more efficient learning method.