大学生学习力模型研究是满足大学生学习研究现实需要，实践大学生学习整合模型的重要尝试。已有学习力研究主要以静态式结构为主，甚少研究学习力的动态性。在大学生学习研究整合性、动态性特征日益受到重视的背景下，探索学习力在大学生学习与发展过程中的变化规律，分析大学教育对学生学习力的影响以及如何发展学生学习力显得尤为迫切。基于此，本书通过混合方法研究的聚敛式设计和多种分析方法的尝试，从横纵向呈现立体式和动静结合的学习力模型。通过量化研究探索大学生学习力模型的普遍性与动态发展特征，同时运用质性研究方法“深描”学习卓越大学生学习力模型的特殊性，探寻大学生学习力发展的有效路径。

研究发现：（1）中国大学生学习力的各要素整体呈积极的发展态势，但各要素的发展不均衡，不同群体的大学生在学习力的各要素均值上表现出不同的特征；（2）大学生学习力模型是集认知、行为、情感为一体的综合模型，展现了学习驱动力、学习策略力、学习行动力、知识力、认知力、技能力和情感力之间的相互关系；（3）大学生学习力模型受到入学前的经历、微观的课堂教学环境和宏观的校园环境的综合影响；（4）时间因素对大学生的学习驱动力、学习策略力、学习行动力及情感力存在显著影响，且学习力模型各结构要素的相互关系会随着时间的变化呈现出不同的特征；（5）学习卓越大学生学习力模型的特殊性表现在内部作用机制的良性循环和有效借助外部环境的积极作用，促进学习力模型的良性循环。

结合量化与质性研究的基本结论，本书还提出了中国大学生学习力模型研究的综合结论：（1）学习行动力是学习力模型的桥梁性要素，在大学教育的可塑性最强；（2）高中阶段的学业表现和家庭教养方式是入学前经历影响大学生学习力模型的主要因素，其中学业表现又包括了学习习惯、学习策略和学习状态；（3）课堂教学环境是影响大学生学习力模型最重要的因素，也是大学教育最有可为的环节；（4）第二课堂是影响大学生学习力模型的重要环境因素，本科生对科研的需求凸显，需同时发挥第一课堂和第二课堂的作用；（5）人际关系是影响大学生学习力模型不可忽视的情境因素；（6）“自我定位”在量化研究中不曾被重视，却是影响学习卓越大学生学习力模型特殊性的关键性因素。

基于以上结论，分别从影响大学生学习力模型的三个重要主体，即学生、教师和学校，提出了对策与建议。学生层面：拓宽信息渠道，明确自我定位；注重学习力要素特征，推进自我建设；寻求朋辈帮助，实现自我超越。教师层面：认可教师身份，保持反思性审查；充实教学内容，加强思维引导；加强师生交流，倾听学生声音。学校层面：加强对大学生的制度性支持，创造良好的第二课堂环境；完善教师考核制度，为教师创造良好的教学环境。

关键词：大学生；学习力模型；混合方法研究

Abstract

Constructing model of college students' learning power is to meet the practical needs of college students' learning research and an important attempt to practice the integrated model of college students'learning.The existing researches on learning power mainly focus on the static structure,and rarely explore the dynamic characteristics of learning power.With the increasing attention to the integrated and dynamic characteristics of college students'learning research,it is particularly urgent to analyze the changing rules of learning power in the process of students' learning and development,how colleges affect students' learning power and how to improve students' learning power.Based on this,the study presents a three-dimensional and dynamic learning power model which is the results of horizontal and longitudinal data,using the convergent design of mixed method and various analytical methods.Therefore,the general and dynamic characteristics of college students'learning power model are explored through quantitative research.Meanwhile,qualitative study method is used to deeply describe the particularity of excellent college students'learning power model,and the effective path for the development of college students' learning power is put forward.

The findings are as below:（1）The development trend of the elements of college students' learning power is positive,but the development of each element is uneven,and students of different groups show different characteristics in the average of each element of learning power.（2）The model of learning power is a comprehensive model which integrates cognition,behavior and emotion.It shows the relationship among power of learning motivation,power of learning strategy,power of learning engagement,power of knowledge,power of cognition,power of skill,power of emotion.（3）The model of college students'learning power is influenced by the preschool experience,the teaching environment and the campus environment.Among them,the family background and the academic performance in high school as pre-school experience significantly affect the college students' learning power model in China.（4）The time factor has significant influence on the students'power of learning motivation,learning strategy,learning engagement and emotion,and the relationship between the structure elements of learning power model will show different characteristics with the change of time.（5）The particularity of excellent college students' learning power model is manifested in the virtuous cycle of the internal mechanism and the positive role of external environment to promote the virtuous circle of the learning power model.

Combined with the basic conclusion of quantitative and qualitative research,this thesis also puts forward the comprehensive conclusions of the study on college students' learning power model in China:（1）Power of learning engagement is the bridge element of the learning power model,and the most plastic element in higher education.（2）The academic performance in high school and the way of family education are the main factors of pre-school factors that affect college students'learning power model,and the academic performance includes the learning habits,learning strategies and learning status.（3）The curricular teaching environment is the most important factor that influences the students' learning power model,and it is also the most promising link of higher education.（4）The extracurricular activities are important environmental factors that affect the college students'learning power model.What's more,it highlights the demand for scientific research of undergraduates so that the colleges need to bring the role of normal curricula and extracurricula into full play.（5）The interpersonal relationship is the situational factor that affects college students' learning power model.（6）Self-orientation,which has not been paid much attention to in the quantitative research,is the key factor that affects the particularity of the top college students' learning power model.

Based on the above conclusions,this research put forward some suggestions to students,teachers and colleges,which play important roles in students' learning power model.For students,widening the information channel and making self-orientation clear.Paying attention to the characteristics of learning power and promoting self-construction.Seeking the help of others and realizing self-transcendence.For teachers,approving the teacher's identity and keeping reflective assessment.Enriching the teaching contents and strengthening the guidance of thinking.Increasing communication with students and listening to the students' voices.For college,strengthening the system support to students and creating a good environment by providing more extracurricular activities.Improving the system of teachers' assessment and creating a good teaching environment for teachers.

Key Words:College Student; Learning Power; Mixed Methods Research.