中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (4): 523-527.DOI: 10.3760/cma.j.issn.1673-677X.2018.04.011

• 心理健康教育 • 上一篇    下一篇

上海地区某研究型大学本科生学业失败归因研究

吴敏敏, 田凌晖, 朱军, 高海峰, 鲁映青, 钱睿哲, 汪玲   

  1. 200030 上海,复旦大学医学教育管理办公室(吴敏敏、高海峰、鲁映青、钱睿哲);200433 上海,复旦大学高等教育研究所(田凌晖),复旦大学教务处(朱军);200030 上海,复旦大学上海医学院(汪玲)
  • 收稿日期:2018-01-17 出版日期:2018-08-01 发布日期:2020-12-08
  • 通讯作者: 汪玲,Email:lingwang@fudan.edu.cn
  • 基金资助:
    2011年上海市教育科学研究市级项目(B11003)

Attribution study on academic failure of undergraduate education in a research-oriented university in Shanghai

Wu Minmin, Tian Linghui, Zhu Jun, Gao Haifeng, Lu Yingqing, Qian Ruizhe, Wang Ling   

  1. Office for Medical Education Management,Fudan University, Shanghai 200030, China (Wu MM, Gao HF, Lu YQ, Qian RZ); Institute of Higher Education, Fudan University, Shanghai 200433, China (Tian LH); Department of Educational Affairs of Fudan University, Shanghai 200433, China (Zhu J); Shanghai Medical College of Fudan University, Shanghai 200030, China (Wang L)
  • Received:2018-01-17 Online:2018-08-01 Published:2020-12-08
  • Contact: Wang Ling, Email: lingwang@fudan.edu.cn
  • Supported by:
    Provincial and Ministerial Level Project of Shanghai Education Science Research in 2011 (B11003)

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摘要： 近年来,随着我国高等教育规模的不断扩大,学业失败现象不仅在一般高等院校中发生频繁,而且在研究型大学中发生比例也在逐步增加。国内已有一些研究涉及高等教育学生学业失败现象,但较少探讨导致研究型大学学生学业失败的原因。本研究采用实验对照方法,以1∶1配对方式收集了近年来上海地区某研究型大学本科教育阶段学业失败和非“学业失败”学生,分析导致其学业失败的原因。研究结果显示,在单因素分析模型中,成就动机、课堂表现等方面的差异均会导致学业失败的发生;在多因素分析模型中,成就动机和课后表现等因素是导致学业失败发生的主要因素。因此可以说,成就动机不足和课后学习主动性较差是导致研究型大学本科生学业失败的主要因素。

关键词: 研究型大学, 本科生, 学业失败, 归因研究

Abstract: In recent years, with the expanding of advanced education scale in China, academic failure has happened frequently not only in ordinary universities, but also in research- oriented universities with an increasing proportion. There have been some studies on the failure of advanced education in China, but studies on the reasons for research-oriented universities is less. A case-control study was conducted in this study. It collected students who had failed their study and who had not failed their study in recent years from a research-oriented university in 1∶1 matching way, and analyzing the cause of academic failure. This study showed that the differences in achievement motivation, classroom performance and so on can lead to academic failure in the single-factor analysis model. Factors such as achievement motivation and post-class performance are the main causes of academic failure in the multi-factors analysis model. The lack of achievement motivation and the poor learning initiative post-class are the main factors that lead to the academic failure of undergraduates in research-oriented universities.

Key words: Research-oriented university, Undergraduate, Academic failure, Attribution research