摘要:在当今互联网信息时代迅速发展的趋势下，网络越来越成为人们工作生活中重要的组成部分。利用网络资源获取信息和学习日益成为了现代人必须掌握的一项技能，而作为当代的大学生，更需要加强网络学习能力。网络学习自我效能感是评价网络学习效果的重要依据，而网络学习自我效能感的影响因素则是研究网络学习自我效能感的基础。大学生自我效能感的培养和提高，能够促进有效学习，为探索新型的网络学习及教育方式，培养创新型人才提供依据。本文以XX学院在校大学生为研究对象，在大量阅读相关国内外文献的基础上，总结出影响大学生网络学习自我效能感的因素包括：性别、生源地、对专业的兴趣、硬件设备的拥有、网络条件、学习目标的设定、网络学习的经验等。而自我效能感的评价指标包括：能力感、努力感、环境感、控制感。
本文通过发调查问卷的方式对影响大学生网络学习自我效能感的因素进行调查，并运用SPSS17.0统计分析软件通过皮尔逊相关系数、独立样本T检验分析的方法，分析收集所得的数据，发现大学生的性别、生源地、学习目标的设定及网络学习的经验会对网络学习自我效能感会产生影响。高校等教育机构在推广信息化教育、建设网络教学平台时应当考虑从这些方面不断提高大学生网络学习的自我效能感。而对本专业的兴趣、硬件设备的拥有、网络条件对大学生网络学习自我效能感没有显著的影响。
关键词：网络学习；自我效能感；因素；大学生
Abstract:In today's rapid development of the Internet information age trend, the Internet has become a more and more significant part in people's life. Using of online resources access to information and learning has become a modern people’s mustered skill, and as the contemporary college students, more need to strengthen the learning abilities of the network. Network learning self-efficacy is an important basis for evaluating the effect of network learning, however online learning influential factors of self-efficacy are the foundations of network learning self-efficacy research. Cultivating and improving the self-efficacy can promote effective learning, provide the bases for exploring new network learning and education methods, cultivating innovative talents. This paper takes Hong he University students as the research object, on the basis of reading lots of domestic and foreign related literatures to summarize the factors affecting e-learning self-efficacy of college students including gender, origin of students, professional interest, hardware equipment possession, network conditions, learning goal setting, network learning experience and so on. And the self-efficacy evaluation indexes include the sense of competence, the sense of effort, the sense of environment and the sense of control.
This paper through the help of questionnaires to investigate network learning self-efficacy, and by the method of statistical analysis software SPSS17.0, using Pearson correlation coefficient, Independent sample T test to analysis the collected data. We can draw a conclusion that gender, origin of students, learning goal setting and network learning experience has impacts on the network learning self-efficacy. Universities and other educational institutions ought to consider improving students’ learning self-efficacy from these aspects when popularizing information education and constructing network teaching platform. However, the professional interest, hardware equipment, network condition has no significant influence on college students' learning self-efficacy.
Keywords: Network Learning; Self-efficacy; Factors; College students
