远程学习者学习动机、自我效能感、归因与学习策略的关系研究

The Relationship of Distance Learner’s Motivation, Self─efficacy, Attribution and Learning Strategies

本研究以207名远程学习者为被试，研究了远程学习者学习动机、自我效能感、归因与学习策略的关系。结果表明：（1）远程学习者的学习效能感对学习策略水平有直接的正向预测作用；学习动机对学习策略有间接正向预测作用；（2）不同归因方式对学习策略的影响不同，内部归因方式通过自我效能感对学习策略产生间接正向预测作用，外部归因方式则既可以通过自我效能感对学习策略产生间接负向，也可以直接负向预测学习策略水平；（3）远程学习效能感对学习策略的影响效应值最大，其次是归因方式，最后是学习动机。本文作者根据以上结果对远程教学的学习支持提出了一些建议。

Base on the data from 207 distance learners by Distance Learning Strategy Scale， the paper probes into the relationship of Distance Learners’ motivation， Self─efficacy， attribution and learning strategies. The result shows that， （1）Distance learners’ self─efficacy has direct positive effect on learning strategies， and the learning motivation ahs indirect positive effect on it. （2）Different styles of the attribution lead to different impacts on the learning strategies. Internal attribution indirectly and positively affects learning strategies through self─efficacy；while external attribution not only indirectly and negatively affects learning strategy through self─efficacy， but also directly and negatively affects the level of learning strategies. （3）Distance learning efficacy has the largest effect values on the learning strategies；the effect values of attribution are second to it；while that of the learning motivation are the smallest. Based on the result above， the authors give some advices on the learning support of distance instructions.