成就动机和一般自我效能感对本科护生自我导向学习能力影响.docVIP

成就动机和一般自我效能感对本科护生自我导向学习能力影响 　　【摘 要】目的：了解成就动机和一般自我效能感对本科护生自我导向学习能力的影响，为提高护生的自我导向学习能力提供依据。方法：采用方便抽样的方法，运用成就动机量表、一般自我效能感量表和自我导向学习能力量表对大二本科护生进行问卷调查。结果：一般自我效能感和Ms与自我导向学习能力呈低度正相关。Maf与学习动机、自我监控、自我导向学习能力呈微弱负相关。一般自我效能感和Ms对护生自我导向学习能力的解释量为30.6%。结论：一般自我效能感觉和成就动机是护生自我导向学习能力的预测因素，通过提高护生的一般自我效能感和成就动机可以提高护生的自我导向学习能力，从而培养护生的终身学习能力。 　　【关键词】护生；自我导向学习能力；一般自我效能；成就动机 　　【Abstract】Objective：To investigate the impact of achievement motives and general self-efficacy on the self-directed learning ability of undergraduate nursing students， and provide reference for enhancing the abilities of the self-directed learning of undergraduate nursing students. Methods：Sophomore nursing undergraduate students were investigated with the self-directed learning instrument（SDLI）， achievement motives scale and general self-efficacy scale by convenience sampling. Results：There is low positive correlation between general self-efficacy， Ms of achievement motives and the ability of the self-directed learning. Ms of achievement motives has low negative correlation with learning motivation， self monitoring and self-directed learning ability. 30.6% of the self-directed learning ability of nursing students could explain by general self-efficacy and Ms of achievement motives. Conclusion：General self-efficacy and Ms of achievement motives are predictive factors for self-directed learning ability. To enhance General self-efficacy and improve achievement motives can advance the abilities of the self-directed learning of undergraduate nursing students， and cultivate the ability of life-long learning of nursing students. 　　【Key words】Nursing students； The self-directed learning ability； General self-efficacy； Achievement motives 　　自我导向学习[1-2]（self-directed learning，SDL）指学习者在有或无外力的帮助下，根据自身的学习需求，确定学习目标，选择可利用的学习资源，采用一定的学习策略，评价学习效果，获取所需知识和技能。成就动机是对成功或成就的欲望，是影响创新能力和自主学习能力的内在因素。一般自我效能感是学习者在应对不同环境的挑战和面临新事物时的自信心[3]，对个体在不同任务领域中的绩效有一定的预测效果[4]，是影响自主学习能力的内部因素之一。成就动机、一般自我效能感对自我导向学习能力是否有影响及其影响程度如何，这正是本研究的目的。 　　1 对象与方法 　　1.1 研究