Volume 38 Issue 5
Oct.  2022
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Article Navigation >  Journal of University of Science and Technology Beijing ( Social Sciences Edition)  > 2022  >  38(5): 500-509
HU Wan-shan, LI Qing-feng. The Status and Promotion Strategies of Undergraduates’ Learning Outcomes[J]. Journal of University of Science and Technology Beijing ( Social Sciences Edition), 2022, 38(5): 500-509. doi: 10.19979/j.cnki.issn10082689.2022040070
Citation: HU Wan-shan, LI Qing-feng. The Status and Promotion Strategies of Undergraduates’ Learning Outcomes[J]. Journal of University of Science and Technology Beijing ( Social Sciences Edition), 2022, 38(5): 500-509. doi: 10.19979/j.cnki.issn10082689.2022040070
shu

The Status and Promotion Strategies of Undergraduates’ Learning Outcomes-A Case from 13 Universities in Beijing

doi: 10.19979/j.cnki.issn10082689.2022040070
  • 1.

    Faculty of Education, Shaanxi Normal University, Xi’an 710062, China

  • 2.

    Graduate School of Education, Beijing Foreign Studies University, Beijing 100089, China

  • Received Date: 2022-04-22
    Available Online: 2022-10-10
  • Publish Date: 2022-10-25
    Abstract
  • Through a survey of 4404 undergraduates in 13 universities in Beijing, this study uses the Chinese College Students’ Experience Questionnaire (CCSEQ) to investigate the undergraduates’ learning outcomes from five aspects of Vocational Preparation, General Education, Intellectual Skills, Personal Development, and Science and Technology. It concluded that: the learning outcomes of undergraduates is generally at a medium level with large individual differences, Personal Development gains more while General Education gains less. On the whole, objective factors such as gender and origin of students have an important impact on learning outcomes, which are manifested as males’ Personal Development gains and females’ Science & Technology gains, urban and rural students, and non-only-child undergraduates’ learning outcomes are relatively low. At the same time, subjective factors such as undergraduates’ interests and choices will also have an important impact on their learning outcomes, which is mainly reflected in the less learning outcomes of undergraduates who are not student cadres, have no further study plan, and interested in what has nothing to do with their majors. Further analysis found that, these problems resulted from family resources devoted, primary education received as well as personal learning motivation, learning initiative and involvement. Therefore, the universities should actively build a undergraduates’ demand-oriented learning environment, help undergraduates cultivate and develop an active learning competencies, pay more attention to the development of special undergraduates, and vigorously promote undergraduates’ learning outcomes.

     

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