文献类型：期刊文献

中文题名：留守儿童的学习适应性及其与学习动机、学习策略的关系

英文题名：Relationship between Learning Motivation, Learning Strategies and Learning Adaptability of Left-behind Children

作者：牟生调[1];赵微[2]

第一作者：牟生调

机构：[1]定西师范高等专科学校学前教育学院,甘肃定西743000;[2]陕西师范大学教育学院,陕西西安710062

第一机构：甘肃中医药大学定西校区

年份：2015

卷号：20

期号：1

起止页码：117

中文期刊名：甘肃高师学报

外文期刊名：Journal of Gansu Normal Colleges

收录：国家哲学社会科学学术期刊数据库

基金：陕西省2008基础教育重大投标课题(ZDKT08116)

语种：中文

中文关键词：留守儿童;学习适应性;学习动机;学习策略

外文关键词：left-behind children; learning adaptability; learning motivation ;learning strategies

摘要：以探讨留守儿童学习适应性的特点和学习动机、学习策略对留守儿童学习适应性的影响为目的。采用测量法,测查283名留守儿童学习适应性、学习动机和学习策略。调查结果表明:留守儿童学习策略、学习适应在部分维度上存在显著的性别差异;留守儿童学习适应分别与学习动机和学习策略存在不同程度的相关。学习动机和学习策略的教育干预可以有效改善留守儿童的学习适应状况。
Objective To explore the Relationship between learning motivation, learning strategies and learning adaptability. Methods A total of 283 left-behind children were selected to investigate their learning adaptability, learning motivation and learning strategies through questionnaire. Results Left-behind children differing in sexes varied significantly in some indexes of learning strategies and learning adaptability. There was significant relationship between learning adaptability and learning motivation.Learning strategies has a significant relationship with learning adaptability. Conclusion Learning strategies and learning motivation of educational interfering are effective acts of improving left-behind children＇ s learning adaptability.