学习动机、学习方法与学科成绩的相关性

摘要

Aim To determine how class attendance, learning strategies, and motivation relate to performance in college courses. Methods Scores on the scales of the Motivated Strategies for Learning Questionnaire ( MSLQ ) and class attendance were correlated with course grades in a Learning to Learn course in psychology and in courses in introductory biology, English, psychology and sociology. Results The best predictor of course grades was class attendance. Adapting one's learning strategies to instructor's style also results in higher grades, but effective learning strategies did not compensate for poor attendance.%目的 本研究旨在探讨大学生上课出席的次数,学习方法及动机与学科成绩之间的相关性.方法 学习的动力对策量表的分数与所修各课:"学习如何学习"学,普通生物学、英国文学、普通心理学、及普通社会学等课的成绩之间,求其相关系数.结果 能预测学科成绩最佳的指标为出席的次数.其次为因教学方法不同而调整的学习方法,也会得到较好的成绩.不过有效的学习方法,仍然无法弥补经常的缺课.