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首页> 外文会议>Hybrid Learning and Education >Relationships between the Learning Strategies, Mental Models of Learning andLearning Orientations of Post-secondary Students in Hong Kong
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Relationships between the Learning Strategies, Mental Models of Learning andLearning Orientations of Post-secondary Students in Hong Kong

机译：香港专上学生的学习策略，学习模式与学习倾向之间的关系

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摘要

The present study is based on analyses of data resulting from an administration of a Chinese translation of the Inventory of Learning Styles (ILS) to a large sample of post-secondary students in Hong Kong. The ILS is a research instrument developed by Vermunt to capture variation in contrasting forms of learning strategies, mental models of learning, and learning orientations. In what are believed to be the first analyses of ILS data obtained in a Chinese response-context, empirical support is found for the theoretical model that underpins the ILS. Findings also confirm the posited central explanatory role of regulation strategies. In particular, students' processing strategies are found to be most directly influenced by their regulation strategies, while the influence of students' mental models of learning and students' learning orientations on their processing strategies is mostly indirect, via students' regulation strategies.
机译：本研究基于对香港学习风格清单（ILS）的中文翻译管理给香港大专学生的大量数据进行的分析。 ILS是Vermunt开发的一种研究工具，用于捕获不同形式的学习策略，学习心理模型和学习方向的差异。据信，这是对在中国响应上下文中获得的ILS数据的首次分析，发现了支持ILS的理论模型的经验支持。研究结果还证实了调节策略的核心解释作用。尤其是，学生的处理策略受其调节策略的影响最直接，而学生的学习心理模型和学生的学习倾向对其处理策略的影响则大多是间接的，这取决于学生的调节策略。

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