Integrative Learning: Questionnaire Development And Its Relationship With Positive Academic Emotions And Learning Styles

Learning to learn is a capacity requirement and embodiment of core qualities.It has become one of the commonly concerned topics in all countries and regions around the world and serves as an important indicator of talent cultivation and selection in all walks of life.In the current era of big data,the knowledge is renewed far faster compared to the speed that human beings master it.And the intelligent development of the society calls for new changes in learning styles.For a long time,heavy academic burden accompanied with negative academic emotions has affected the development of students’ learning.The new curriculum reform and the new scheme of college entrance examination pay more attention to students’ comprehensive ability of autonomic learning.It is difficult for the traditional passive and accepting learning style to adapt to the new requirements of core qualities on talent cultivation in future.Therefore,it is necessary to explore a new integrative learning style that can promote students’ efficient understanding and mastery of knowledge.As Lian Rong,a Chinese scholar,supposed,“Integrative learning is a way through which learners use cognition to integrate learning materials positively under the effect of metacognition,so as to achieve an efficient and in-depth understanding and mastery of knowledge.” Integrative learning is a learning style that highly integrates metacognition with cognition and also reflects the psychological mechanism of the learning process.Since learners are the subject of learning activities,their subjective initiative greatly influences the learning effect.In order to promote an all-round development of students,fully develop students’ psychological potential,adapt to the rapid development of the information-based society and cultivate the ability of lifelong learning,the study on integrative learning was performed under the above-mentioned theoretical background in this paper.From the perspective of the initiative role of learners,students from six grades,including Grade 5,Grade 6,Grade 7 and Grade 8 of primary and junior high schools,as well as Grade 1and Grade 2 of high schools,were taken as research objects.The research methods,including literature research,interview and questionnaire survey,etc.,were adopted.The self-developed Questionnaire on Integrative Learning for Primary and Middle School Students was used,combining with the factor items in the part of positive academic emotion in the Questionnaire on Academic Emotions of Teenagers,which was developed by the Chinese scholars Dong Yan and Yu Guoliang,et al,and the Learning Method Scale of the Scale of Autonomy in Learning,which was developed by the Chinese scholar Pang Weiguo.A total of 2073 primary and middle school students(total number of subjects)were selected by convenient whole-group sampling in Fuzhou,to conduct relevant study on integrative learning.And the results are shown as follows:(1)Integrative learning is that under the effect of metacognition,the learners cognize actively to integrate the learning materials,so as to promote efficient understanding and mastery of knowledge;it is a learning style with high unification of metacognition and cognition,including four dimensions of self-inquiry,vertex thinking,knowledge integration,supposition and application.(2)The self-developed Integrative Learning Questionnaire for Primary and Middle School Students includes 20 items and 4 dimensions in total.The Cronbach’s alpha was 0.94,wherein,the Cronbach’s alpha for each dimension was between 0.75 and 0.89;the test-retest reliability(with an interval of one month)was 0.96,and the test-retest reliability for each dimension was between 0.75 and 0.92.The fit indexes for confirmatory factor analysis model of the questionnaire were favorable,(fit indexes of model: GFI = 0.91,NFI = 0.91,IFI = 0.94,CFI = 0.94,RMSEA =0.06,TLI = 0.93).It explains that the questionnaire is with good construct validity.(3)The integrative learning of primary and middle school students was at an above-average level(3.65±0.86),and there were significant differences as follows at the level of p < 0.001: The scores of integrative learning of primary school students(Grade Five: 3.98±0.67,Grade Six:4.16±0.85)were significantly higher than those of junior middle school students(Grade Seven:3.73±0.92,Grade Eight: 3.18±0.78)and senior high school students(Senior Grade One:3.33±0.78,Senior Grade Two: 3.44±0.74);The scores(3.82±0.83)of integrative learning for students with the experience as class cadres were significantly higher than those(3.51±0.87)of students without such an experience;The higher the educational level of parents,the higher the scores of integrative learning for primary and middle school students.(4)The integrative learning of primary and middle school students had a significant positive correlation with the positive academic emotions and learning methods(r = 0.79,0.66).The integrative learning of primary and middle school students had a significant positive predictive effect on positive academic emotions and learning methods.The integrative learning of primary and middle school students affected the learning methods through the mediating effect of positive academic emotions;the indirect effect value was 0.19,accounting for 33.93% of the total effect size,and the direct effect value is 0.37,accounting for 66.07% of the total effect size.This paper indicates that the self-developed Integrative Learning Questionnaire for Primary and Middle School Students has favorable reliability and validity,and it is suitable as a measurement tool for integrative learning,which has a significant positive correlation with the positive academic emotions and learning methods,providing a reference for researches in relevant fields.