高一学生归因训练与学习自我效能感的研究
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摘要
因果关系是自然界和人类社会中普遍存在的一种规律性关系。个体对某一事件的归因影响其后继行为的动机水平和积极性。关于归因的概念、理论和意义等，许多中外学者有着不同的阐释。人们对归因的研究方法也已经从过去的思辨为主的阶段过渡到了现在以实证研究为主的阶段。其中，对归因与自我效能感关系的研究成为一个热点。不过这些研究多是相关性研究或验证性研究，缺乏通过归因训练以改变自我效能感的培养研究，且归因训练模式理想化，忽视学生自我归因的主动调节能力，研究范围狭窄，大多集中在小学和初中阶段。因此，探索一种以高中学生为对象且充分调动其主动调节能力的归因训练模式是很有意义的。
本研究以普通高中一年级学生为研究对象，采用教师直接归因和学生自我归因两种训练模式在自然状态下进行了长达5个月的训练研究。检验和比较了两种模式的效果，探索了适宜高中学生进行归因训练以改善归因状况和学习自我效能感的途径。
研究设计为前、后测准实验设计。其中，被试分成三个组，一组接受“教师直接归因模式”训练，其具体方法为：定向训练、作业分析、个别咨询等；一组接受“学生自我归因模式”训练，其具体方法为：讨论、个别咨询、自我训练；一组仅接受无关测试(作为对照组)。主要从被试的学习自我效能感、归因状况和学业成绩三个方面进行分析。研究发现：
1．两种归因训练模式都有意义。不同的归因模式对不同学生的自我效能感和归因状况影响不同：自我归因模式中的自我能力归因对中等成绩学生或内控型学生一般自我效能感和具体学科效能感的改善效果显著；教师归因模式中的失败归因和机遇归因对学生的具体学科效能感的改善效果显著，教师归因模式对不同内—外控程度学生归因状况的改善都具有显著作用。
2．各组学业成绩训练前后无显著变化，说明归因训练并不直接导致学业成绩的变化，自我效能感和归因状况的改善并不一定导致学业成绩的提高。
Relationship between cause and effect is a law generally lying in national world and human society. The attribution of someone to something affect the latter motivate level and activity of behavior. Many home and abroad experts have many explain to attributional concept, theory and meaning. The studies of attribution have changed from the arguing stage to the testing stage. The studies of relationship of attribution and perceived self-efficacy are in full swing. But most of those are relational research or demonstrating research, lacking of the training research that can develop students' Perceived self-efficacy, the models of research being ideal, neglecting students' self-regulating ability, range of research being narrow and focusing on elementary school or junior middle school. So it is very meanful to explore an attributional training model that faces to high middle school students and can arouse activity.
The fresh students of high middle school are made as object in this study where teacher-direct-attributional model and student-self-attributional model are used for five months in natural state. We inspect and compare the two models and explore the way that is suitable to high middle school students' attributional-training for improving attributional situation and learning's Perceived self-efficacy.
The study is designed a front-back test. The joiners are distinguished among three groups: the first group is arranged to teacher-derect-attributional model that contain three methods: directional training, work analyzing and singal consulting; the second group is arranged to student-self-attributional training that contain discussing, signal consulting and self-training; the third group is only arranged no-relational test (as a contrasting group). We analyse the joiners' difference from learning Perceived self-efficacy, attributional situation and school-work's achievement and can find:
1. Two attributional models are useful.Different attributional models can
affect different students' Perceived self-efficacy and attributional situation. The
ability-attribution of self-attributionnal model can noablely improve the secondary achievemental or inner-contraling students' general Perceived self-efficacy and concrect subject's Perceived self-efficacy. Failure attribution and fortune attribution of teacher-attributional model can notablely improve student's concrect subjectal Perceived self-efficacy.Teacher-attributional model is useful to improving all inner or outer-contraling student's attributional situation.
2. Each group's school work achievement has no notable difference in front training and back training, showing that attributional training can't affect school work achievement and the improvement of Perceived self-efficacy or attribution situation can't improve the shool work achievement.
本研究以普通高中一年级学生为研究对象，采用教师直接归因和学生自我归因两种训练模式在自然状态下进行了长达5个月的训练研究。检验和比较了两种模式的效果，探索了适宜高中学生进行归因训练以改善归因状况和学习自我效能感的途径。
研究设计为前、后测准实验设计。其中，被试分成三个组，一组接受“教师直接归因模式”训练，其具体方法为：定向训练、作业分析、个别咨询等；一组接受“学生自我归因模式”训练，其具体方法为：讨论、个别咨询、自我训练；一组仅接受无关测试(作为对照组)。主要从被试的学习自我效能感、归因状况和学业成绩三个方面进行分析。研究发现：
1．两种归因训练模式都有意义。不同的归因模式对不同学生的自我效能感和归因状况影响不同：自我归因模式中的自我能力归因对中等成绩学生或内控型学生一般自我效能感和具体学科效能感的改善效果显著；教师归因模式中的失败归因和机遇归因对学生的具体学科效能感的改善效果显著，教师归因模式对不同内—外控程度学生归因状况的改善都具有显著作用。
2．各组学业成绩训练前后无显著变化，说明归因训练并不直接导致学业成绩的变化，自我效能感和归因状况的改善并不一定导致学业成绩的提高。
Relationship between cause and effect is a law generally lying in national world and human society. The attribution of someone to something affect the latter motivate level and activity of behavior. Many home and abroad experts have many explain to attributional concept, theory and meaning. The studies of attribution have changed from the arguing stage to the testing stage. The studies of relationship of attribution and perceived self-efficacy are in full swing. But most of those are relational research or demonstrating research, lacking of the training research that can develop students' Perceived self-efficacy, the models of research being ideal, neglecting students' self-regulating ability, range of research being narrow and focusing on elementary school or junior middle school. So it is very meanful to explore an attributional training model that faces to high middle school students and can arouse activity.
The fresh students of high middle school are made as object in this study where teacher-direct-attributional model and student-self-attributional model are used for five months in natural state. We inspect and compare the two models and explore the way that is suitable to high middle school students' attributional-training for improving attributional situation and learning's Perceived self-efficacy.
The study is designed a front-back test. The joiners are distinguished among three groups: the first group is arranged to teacher-derect-attributional model that contain three methods: directional training, work analyzing and singal consulting; the second group is arranged to student-self-attributional training that contain discussing, signal consulting and self-training; the third group is only arranged no-relational test (as a contrasting group). We analyse the joiners' difference from learning Perceived self-efficacy, attributional situation and school-work's achievement and can find:
1. Two attributional models are useful.Different attributional models can
affect different students' Perceived self-efficacy and attributional situation. The
ability-attribution of self-attributionnal model can noablely improve the secondary achievemental or inner-contraling students' general Perceived self-efficacy and concrect subject's Perceived self-efficacy. Failure attribution and fortune attribution of teacher-attributional model can notablely improve student's concrect subjectal Perceived self-efficacy.Teacher-attributional model is useful to improving all inner or outer-contraling student's attributional situation.
2. Each group's school work achievement has no notable difference in front training and back training, showing that attributional training can't affect school work achievement and the improvement of Perceived self-efficacy or attribution situation can't improve the shool work achievement.
引文
[1]刘永芳，归因原理及其应用，山东人民出版社，1998，2
[2]赵勇，人类动机的透视—归因理论的成就与未来，九江师专学报(哲社版)，(总102期)，18—21
[3]Weiner B. A theory of motivation for some classroom experience. Journal of Educational Psychology, 1979; 71(1):3—25.
[4]韩仁生，韦纳的归因理论及其在教育上的应用，齐鲁学刊，1994(5)，125—128
[5]Dweck C.S. The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 1975,31:674—685.
[6]Forestering F. Attributional retaining Review. Psychological Bulletin, 1985,98.
[7]林钟敏等，我国东南地区学生成功归因的倾向，心理发展与教育，1991(4)
[8]隋光远，中学生学业成就动机归因训练研究，心理科学，1991(4)21-26
[9]孙煜明，学生考试成功的归因分析—归因理论的跨文化研究，心理学报，1991(2)，178—187
[10]韩仁生，小学生归因的实验研究，心理科学，1997，20卷，461—470
[11]朱晓红，学习焦虑水平与成败归因倾向关系的研究，南京师大学报(社科版)，1997(1，)77—80
[12]李梅，成就归因的影响因素及教育对策，1996，心理学，4卷，41—44
[13]申继亮、谷生华等，教师教学归因及其训练，教学研讨，1998(3)，48—50
[14]辛涛，中学生自我效能、归因与学习成绩关系的研究，心理发展与教育，1999(4)22—25
[15]王斌、马红宇，归因训练研究的理论综述，教育科学，2000(3)，79—82
[16]许晓豫，归因理论与学生自信心培养，江苏教育学院学报，2001(1)，45—46
[17]Schwarzer R,Aristi B.Optimistic self-beliefs:Assessment of general perceived self-efficacy in thirteen cultures.Word psychology,1997,3(1-2),177-190
[18]Bandura. A. Self-efficacy: Toward a unifying theory of behavioral change Psychological Review, No. 2, 191-215,1977.
[19]Bandura, A..Social foundations of thought and action:A sociat cognitive
theory [M].Englewood cliffs, NJ:Prentice Hall, 1986
[20]王才康，刘勇，一般自我效能感与特质焦虑、状态焦虑和考试焦虑的相关研究，中国临床心理学杂志，2000，8(4)，229-230
[21]王才康、胡中锋等，一般自我效能感的信度和效度研究，应用心理学，2001，7(1)，37-40
[22]转引自陈寒、周国韬，自我效能感和归因的自我调节之理论背景及研究现状，教育科学，1992(2)，38—40
[23]周勇、董奇，学习动机，归因、自我效能感与学生自我监控学习行为的关系研究，心理发展与教育，1994(3)，30—33
[24]隋光远，中学生学业成就动机归因训练研究，心理科学，1991(4)，21—26
[25]刘世奎，课堂情景中学生竞争对其成就归因与成就行为的影响，心理学报1991(2)
[26]孙煜明，策略原因在归因模式中的作用试探，宁波大学学报(教科版)2001(2)，1—4
[2]赵勇，人类动机的透视—归因理论的成就与未来，九江师专学报(哲社版)，(总102期)，18—21
[3]Weiner B. A theory of motivation for some classroom experience. Journal of Educational Psychology, 1979; 71(1):3—25.
[4]韩仁生，韦纳的归因理论及其在教育上的应用，齐鲁学刊，1994(5)，125—128
[5]Dweck C.S. The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 1975,31:674—685.
[6]Forestering F. Attributional retaining Review. Psychological Bulletin, 1985,98.
[7]林钟敏等，我国东南地区学生成功归因的倾向，心理发展与教育，1991(4)
[8]隋光远，中学生学业成就动机归因训练研究，心理科学，1991(4)21-26
[9]孙煜明，学生考试成功的归因分析—归因理论的跨文化研究，心理学报，1991(2)，178—187
[10]韩仁生，小学生归因的实验研究，心理科学，1997，20卷，461—470
[11]朱晓红，学习焦虑水平与成败归因倾向关系的研究，南京师大学报(社科版)，1997(1，)77—80
[12]李梅，成就归因的影响因素及教育对策，1996，心理学，4卷，41—44
[13]申继亮、谷生华等，教师教学归因及其训练，教学研讨，1998(3)，48—50
[14]辛涛，中学生自我效能、归因与学习成绩关系的研究，心理发展与教育，1999(4)22—25
[15]王斌、马红宇，归因训练研究的理论综述，教育科学，2000(3)，79—82
[16]许晓豫，归因理论与学生自信心培养，江苏教育学院学报，2001(1)，45—46
[17]Schwarzer R,Aristi B.Optimistic self-beliefs:Assessment of general perceived self-efficacy in thirteen cultures.Word psychology,1997,3(1-2),177-190
[18]Bandura. A. Self-efficacy: Toward a unifying theory of behavioral change Psychological Review, No. 2, 191-215,1977.
[19]Bandura, A..Social foundations of thought and action:A sociat cognitive
theory [M].Englewood cliffs, NJ:Prentice Hall, 1986
[20]王才康，刘勇，一般自我效能感与特质焦虑、状态焦虑和考试焦虑的相关研究，中国临床心理学杂志，2000，8(4)，229-230
[21]王才康、胡中锋等，一般自我效能感的信度和效度研究，应用心理学，2001，7(1)，37-40
[22]转引自陈寒、周国韬，自我效能感和归因的自我调节之理论背景及研究现状，教育科学，1992(2)，38—40
[23]周勇、董奇，学习动机，归因、自我效能感与学生自我监控学习行为的关系研究，心理发展与教育，1994(3)，30—33
[24]隋光远，中学生学业成就动机归因训练研究，心理科学，1991(4)，21—26
[25]刘世奎，课堂情景中学生竞争对其成就归因与成就行为的影响，心理学报1991(2)
[26]孙煜明，策略原因在归因模式中的作用试探，宁波大学学报(教科版)2001(2)，1—4