高中生学业自我效能感及其与应对方式、心理健康的关系研究
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摘要
学业自我效能感是自我效能感在学习领域内的表现,反映个体的学业能力信念。本文根据我国目前高中生学业的特点修订了高中生学业自我效能感量表,初步测查了高中生学业自我效能感的基本状况,初步探讨了高中生学业自我效能感与应对方式、心理健康的关系。主要研究结果如下:
(1)修订的高中生学业自我效能感量表有两个维度结构并且具有良好的信度和效度。
(2)高中生学业自我总效能感较高,但总体差异大。高中生学业自我总效能感在性别上差异不显著,但在不同的维度方面存在显著的性别差异。
(3)高中生学业自我效能感与解决问题、求助两种应对方式呈显著正相关,与发泄、幻想和退避应对方式呈显著负相关。
(4)高中生学业自我效能感与抑郁、焦虑和心理健康总体水平呈显著负相关。
(5)高中生学业自我效能感和应对方式对心理健康具有良好的预测作用。路径分析结果表明:在抑郁和总体心理健康方面,高中生学业自我效能感不仅有重要的直接影响,而且有重要的间接影响;在焦虑方面,高中生学业自我效能感直接影响较小,主要通过应对方式产生重要间接影响。
最后依据研究结果,提出两点建议:(1)培养高中生学业自我效能感,增强自信;(2)培养高中生积极的应对方式,妥善解决问题。
A cademic self-efficacy is the representation of self-efficacy in academic field, reflecting the individual's academic ability faith. Based on the characteristic of senior school students' study at present of our country, the paper revises senior school students' academic self-efficacy scale, makes a primary investigation on senior school students' academic self-efficacy, and explores the relationship between senior school students' academic self-efficacy and coping styles as well as mental health. The conclusions drawn from this study are as follows:
(1) The revised senior school students' academic self-efficacy scale consists of two dimensions and has good reliability and validity.
(2) The total level of senior school students' academic self-efficiency is relatively high, but widely different overall. There exists no significant difference between different genders at the total level of senior school students' academic self-efficacy, but there exists significant difference between different genders at the different dimensions of senior school students' academic self-efficacy.
(3) Senior school students' academic self-efficacy relates positively to solving problem and seeking support, but negatively to abreaction, fantasy and withdrawal.
(4) Senior school students' academic self-efficacy is negatively correlated with depression, anxiety and the general level of mental health.
(5) Senior school students' academic self-efficacy and coping styles play an important role in predicting their mental health. The analysis results in path model show: On depression and the general level of mental health, senior school students' academic self-efficacy has important direct effect as well as important indirect effect; On anxiety, senior school students' academic self-efficacy has less direct effect, but has a main effect by coping styles indirectly.
According to the results, two pieces of advice were proposed:
(1)Improving senior school students' academic self-efficacy to enhance their self-confidence.
(2) Developing senior school students' active coping styles to handle problems well.
(1)修订的高中生学业自我效能感量表有两个维度结构并且具有良好的信度和效度。
(2)高中生学业自我总效能感较高,但总体差异大。高中生学业自我总效能感在性别上差异不显著,但在不同的维度方面存在显著的性别差异。
(3)高中生学业自我效能感与解决问题、求助两种应对方式呈显著正相关,与发泄、幻想和退避应对方式呈显著负相关。
(4)高中生学业自我效能感与抑郁、焦虑和心理健康总体水平呈显著负相关。
(5)高中生学业自我效能感和应对方式对心理健康具有良好的预测作用。路径分析结果表明:在抑郁和总体心理健康方面,高中生学业自我效能感不仅有重要的直接影响,而且有重要的间接影响;在焦虑方面,高中生学业自我效能感直接影响较小,主要通过应对方式产生重要间接影响。
最后依据研究结果,提出两点建议:(1)培养高中生学业自我效能感,增强自信;(2)培养高中生积极的应对方式,妥善解决问题。
A cademic self-efficacy is the representation of self-efficacy in academic field, reflecting the individual's academic ability faith. Based on the characteristic of senior school students' study at present of our country, the paper revises senior school students' academic self-efficacy scale, makes a primary investigation on senior school students' academic self-efficacy, and explores the relationship between senior school students' academic self-efficacy and coping styles as well as mental health. The conclusions drawn from this study are as follows:
(1) The revised senior school students' academic self-efficacy scale consists of two dimensions and has good reliability and validity.
(2) The total level of senior school students' academic self-efficiency is relatively high, but widely different overall. There exists no significant difference between different genders at the total level of senior school students' academic self-efficacy, but there exists significant difference between different genders at the different dimensions of senior school students' academic self-efficacy.
(3) Senior school students' academic self-efficacy relates positively to solving problem and seeking support, but negatively to abreaction, fantasy and withdrawal.
(4) Senior school students' academic self-efficacy is negatively correlated with depression, anxiety and the general level of mental health.
(5) Senior school students' academic self-efficacy and coping styles play an important role in predicting their mental health. The analysis results in path model show: On depression and the general level of mental health, senior school students' academic self-efficacy has important direct effect as well as important indirect effect; On anxiety, senior school students' academic self-efficacy has less direct effect, but has a main effect by coping styles indirectly.
According to the results, two pieces of advice were proposed:
(1)Improving senior school students' academic self-efficacy to enhance their self-confidence.
(2) Developing senior school students' active coping styles to handle problems well.
引文
[1][2]班杜拉著,缪小春、李凌等译.自我效能:控制的实施[M].华东师范大学出版社,2003年12月,第一版,第52-53页。
[1][2]边玉芳.学习自我效能感量表的编制与应用[M].华东师范大学,博士学位论文,2003年,第13-14页。
[1]Zimmerman,B.J.Self-efficacy and educational development.In A.Bandura(Eds.),Self-efficacy in charging societies(pp.203).Cambridge University Press.1995.
[1][2][3]班杜拉著,缪小春、李凌等译.自我效能:控制的实施[M].华东师范大学出版社,2003年12月,第一版,第142页。
[1]梁宇颂.大学生成就目标、归因方式与学业自我效能感的研究.华中师范大学硕士学位论文,2000,第3页。
[1]刘恒,张建新.我国中学生症状自评量表(SCL-90)评定结果分析[J].中国心理卫生杂志,2004(2):88-90
[2]张敏,王振勇.中学生心理健康状况的调查分析[J].中国心理卫生杂志,2001,15(4):226-227
[3]丁乙.中国中学生心理健康状况最新披露三成学子有心理问题[J].生活与健康,2000(1):38-40
[4]Sarason,I.G.(1975).Anxiety and self-preoccupation.In I.G.Sarason & D.C.Spielberger(Eds.),Stress and anxiety(Vol.2,pp.27-44).Washington,D.C.:Hemisphere.
[5]Wine,J.D.(1982).Evaluation anxiety:A cognitive-attentional construct.In H.W.Kronne & L.Laux(Eds),Achievement,stress,and anxiety(pp.207-219).Washington,D.C.:Hemisphere.
[6]Bandura,A.(1977).Self-efficacy:Toward a unifying theory of behavioral change.Psychological Review,84,191-215.
[7]高申春.自我效能理论评述[J].心理发展与教育,2001(1):60-64
[8]Bandura.A,Self-efficacy:Toward a unifying theory of behavioral change.Psychological review,1986,84:191-215
[9]Schwarzer,R,Boren,A.,Iwawaki,S,Lee,YM,Saito,E.,Yue,X.D.The assessment of optimistic self-beliefs:comparision of the Chinese,Indonesian,Japanese,and Korean versions of the general self-efficacy scale.Psychologia,1997,40:1-13
[10]Schunk,D.H.(1990).Introduction to the Special Section on Motivation and Efficacy.Journal of Educational Psychology.82(1).3-6.
[11]Bong,Mimi(1997).Generality of Academic self-efficacy judgments:evidence of hierarchic relations.Journal of Educational Psychology.89,696-709.
[12]Bong,Mimi(2002).Predictive Utility of Subject-,Task-,and Problem-Specific Self-Efficacy Judgments for Immediate and Delayed Academic Performances.Journal of Experimental Education.70(2),133-162.
[13]边玉芳.学习自我效能感量表的编制与应用[D].华东师范大学博士学位论文,2003:25-29
[14]王垒.自我效能的结构与测量[J].北京大学学报,1999(03):414-420
[15]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[J].心理发展与教育,1994(3):300-331
[16]王凯荣,辛涛,李琼.中学生自我效能感、归因与学习成绩关系的研究[J].心理发展与教育,1994(4):22-25
[17]梁宇颂.大学生成就目标、归因方式与学业自我效能感的研究.华中师范大学硕士学位论文,2000
[18]魏源.大学生学习自我效能感的测量与干预研究[J].心理科学,2004,27(4):905-908
[19]何先友.小学生数学自我效能、自我概念与数学成绩关系的研究[J].心理发展与教育,1998(1):45-48.
[20]胡芸.中学生英语学习自我效能感研究.江西师范大学硕士学位论文,2005
[21]汪玲,雷雳.效能信念、加工方式和困难应对策略——关于自我调节学习的特点及各成分间关系的探讨[J].心理发展与教育,2000(3):30-35
[22]周平湘.试论中学生作文自我效能感及其培养.湖南师范大学硕士论文,2005
[23]郭新平.中学生数学自我效能感及其培养策略的研究.江西师范大学硕士论文,2005
[24]王焕霞.高一学生物理学习自我效能感的培养研究.曲阜师范大学 硕士论文,2005
[25]Folkman,S.,Lazarus,R.S.,Grun,R.J,et al.Appraisal,coping,health status and psychological symptoms.Journal of Personality and Social Psychology,1986,48(1):150-157
[26]肖计划.“应付方式问卷”效度与信度研究.中国心理卫生杂志,1996(04)164-168
[27]黄希庭,余华,郑涌等.中学生应对方式的初步研究[J].心理科学,2000,23(1):1-5
[28]陈树林,郑全全,潘健男等.中学生应对方式量表的初步编制[J].中国临床心理学杂志,2000,8(4):211-237
[29]Folkman.S.,Lazarus,R.S,Gran,R.J.,et al.Appraisal,coping,health status and psychological symptoms.Joumal of Personality and Social Psychology,1986,50:571-579
[30]Jerusalem.M,& Schwarzer,R.Anxiety and Self-concept as antecedents of stress and coping:A longitudinal study with German and Turkish adolescents. Personality and Individual Differences,1989,10:785-792
[31]王才康.中学生一般自我效能感与应付方式的关系[J].中国行为医学科学2002,11(1):70-71
[32]任怡.省重点高中生一般自我效能感,应对方式的相关研究[J].安徽文学,2007(5):118
[33]李育辉,张建新.中学生的自我效能感、应对方式及二者的关系[J].中国心理卫生杂志 2004(10):711-713
[34]李惠萍,孔祥军.大学生一般自我效能感与应付方式的关系研究[J].中国行为医学科学 2006(2):171
[35]杨萍,唐兵.自我效能感对儿童抑郁的影响方式[J].云南师范大学学报,2000(3):15-17
[36]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[J].中国临床心理学杂志,2000,8(4):229-230
[37]王才康.父母养育方式和中学生自我效能感、情绪智力的关系研究[J].中国心理卫生杂志,2002,16(11):781-782
[38]朱荣春,王通理等 大学生羞耻感和心理健康以及自我效能、自尊的相关研究[J].中国心理卫生杂志[J].1999,13(4):225-227
[39]答会明.父母教养方式与孩子的自信、自尊、自我效能及心理健康水平的相关研究[J].中国健康教育,2002,18(8):483-486
[40]刘岩.学生自我效能、心理控制源与应激的关系[J].中国心理卫生杂志,2003,17:(1)36-38
[41]梁宇颂.大学生学业自我效能感与心理健康的相关性研究[J].中国临床康复,2004,8(24):4962-4963
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[52]王凤葵,罗增儒.数学焦虑的研究概况.数学教育学报,2002(1):39-42
[1][2]边玉芳.学习自我效能感量表的编制与应用[M].华东师范大学,博士学位论文,2003年,第13-14页。
[1]Zimmerman,B.J.Self-efficacy and educational development.In A.Bandura(Eds.),Self-efficacy in charging societies(pp.203).Cambridge University Press.1995.
[1][2][3]班杜拉著,缪小春、李凌等译.自我效能:控制的实施[M].华东师范大学出版社,2003年12月,第一版,第142页。
[1]梁宇颂.大学生成就目标、归因方式与学业自我效能感的研究.华中师范大学硕士学位论文,2000,第3页。
[1]刘恒,张建新.我国中学生症状自评量表(SCL-90)评定结果分析[J].中国心理卫生杂志,2004(2):88-90
[2]张敏,王振勇.中学生心理健康状况的调查分析[J].中国心理卫生杂志,2001,15(4):226-227
[3]丁乙.中国中学生心理健康状况最新披露三成学子有心理问题[J].生活与健康,2000(1):38-40
[4]Sarason,I.G.(1975).Anxiety and self-preoccupation.In I.G.Sarason & D.C.Spielberger(Eds.),Stress and anxiety(Vol.2,pp.27-44).Washington,D.C.:Hemisphere.
[5]Wine,J.D.(1982).Evaluation anxiety:A cognitive-attentional construct.In H.W.Kronne & L.Laux(Eds),Achievement,stress,and anxiety(pp.207-219).Washington,D.C.:Hemisphere.
[6]Bandura,A.(1977).Self-efficacy:Toward a unifying theory of behavioral change.Psychological Review,84,191-215.
[7]高申春.自我效能理论评述[J].心理发展与教育,2001(1):60-64
[8]Bandura.A,Self-efficacy:Toward a unifying theory of behavioral change.Psychological review,1986,84:191-215
[9]Schwarzer,R,Boren,A.,Iwawaki,S,Lee,YM,Saito,E.,Yue,X.D.The assessment of optimistic self-beliefs:comparision of the Chinese,Indonesian,Japanese,and Korean versions of the general self-efficacy scale.Psychologia,1997,40:1-13
[10]Schunk,D.H.(1990).Introduction to the Special Section on Motivation and Efficacy.Journal of Educational Psychology.82(1).3-6.
[11]Bong,Mimi(1997).Generality of Academic self-efficacy judgments:evidence of hierarchic relations.Journal of Educational Psychology.89,696-709.
[12]Bong,Mimi(2002).Predictive Utility of Subject-,Task-,and Problem-Specific Self-Efficacy Judgments for Immediate and Delayed Academic Performances.Journal of Experimental Education.70(2),133-162.
[13]边玉芳.学习自我效能感量表的编制与应用[D].华东师范大学博士学位论文,2003:25-29
[14]王垒.自我效能的结构与测量[J].北京大学学报,1999(03):414-420
[15]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[J].心理发展与教育,1994(3):300-331
[16]王凯荣,辛涛,李琼.中学生自我效能感、归因与学习成绩关系的研究[J].心理发展与教育,1994(4):22-25
[17]梁宇颂.大学生成就目标、归因方式与学业自我效能感的研究.华中师范大学硕士学位论文,2000
[18]魏源.大学生学习自我效能感的测量与干预研究[J].心理科学,2004,27(4):905-908
[19]何先友.小学生数学自我效能、自我概念与数学成绩关系的研究[J].心理发展与教育,1998(1):45-48.
[20]胡芸.中学生英语学习自我效能感研究.江西师范大学硕士学位论文,2005
[21]汪玲,雷雳.效能信念、加工方式和困难应对策略——关于自我调节学习的特点及各成分间关系的探讨[J].心理发展与教育,2000(3):30-35
[22]周平湘.试论中学生作文自我效能感及其培养.湖南师范大学硕士论文,2005
[23]郭新平.中学生数学自我效能感及其培养策略的研究.江西师范大学硕士论文,2005
[24]王焕霞.高一学生物理学习自我效能感的培养研究.曲阜师范大学 硕士论文,2005
[25]Folkman,S.,Lazarus,R.S.,Grun,R.J,et al.Appraisal,coping,health status and psychological symptoms.Journal of Personality and Social Psychology,1986,48(1):150-157
[26]肖计划.“应付方式问卷”效度与信度研究.中国心理卫生杂志,1996(04)164-168
[27]黄希庭,余华,郑涌等.中学生应对方式的初步研究[J].心理科学,2000,23(1):1-5
[28]陈树林,郑全全,潘健男等.中学生应对方式量表的初步编制[J].中国临床心理学杂志,2000,8(4):211-237
[29]Folkman.S.,Lazarus,R.S,Gran,R.J.,et al.Appraisal,coping,health status and psychological symptoms.Joumal of Personality and Social Psychology,1986,50:571-579
[30]Jerusalem.M,& Schwarzer,R.Anxiety and Self-concept as antecedents of stress and coping:A longitudinal study with German and Turkish adolescents. Personality and Individual Differences,1989,10:785-792
[31]王才康.中学生一般自我效能感与应付方式的关系[J].中国行为医学科学2002,11(1):70-71
[32]任怡.省重点高中生一般自我效能感,应对方式的相关研究[J].安徽文学,2007(5):118
[33]李育辉,张建新.中学生的自我效能感、应对方式及二者的关系[J].中国心理卫生杂志 2004(10):711-713
[34]李惠萍,孔祥军.大学生一般自我效能感与应付方式的关系研究[J].中国行为医学科学 2006(2):171
[35]杨萍,唐兵.自我效能感对儿童抑郁的影响方式[J].云南师范大学学报,2000(3):15-17
[36]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[J].中国临床心理学杂志,2000,8(4):229-230
[37]王才康.父母养育方式和中学生自我效能感、情绪智力的关系研究[J].中国心理卫生杂志,2002,16(11):781-782
[38]朱荣春,王通理等 大学生羞耻感和心理健康以及自我效能、自尊的相关研究[J].中国心理卫生杂志[J].1999,13(4):225-227
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