初中生学业求助回避成因的初步研究
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摘要
本研究旨在对初中生学业求助回避的成因进行初步研究,建构学业求助回避成因的理论构架并进行初步检验,了解当前初中生学业求助回避的原因,为促进学生自我调控学习能力的发展和资源管理策略的发展提供依据,为进一步的学业求助回避研究奠定基础。
本研究包括两个研究：研究一使用《中学生学业求助量表》(李晓东,1999)从某乡镇中学初一、初二、初三各两个班级中筛选出78名具有不同学业求助回避倾向的学生为研究对象,主要运用深度访谈法和定性定量混合性访谈中的标准化开放式访谈法收集资料,结合扎根理论和量化分析方法进行资料分析,建构学业求助回避成因的理论构架。研究二运用聚类分析法检验研究一所建构的理论构架。主要研究结论如下：
(1)初中生学业求助回避成因的理论构架包括两个维度：援助可获得性知觉维度和学习动机知觉维度。其中,前一个维度包括：教师支持知觉、求助能力知觉、同伴支持知觉三个因素。
研究过程还发现另外四个求助回避成因：课堂求助情境知觉、求助效价知觉、求助能力威胁知觉、对他人评价的敏感性。尽管普遍性不够高,但对理论构架的完善会起积极的作用。
(2)聚类分析的结果验证了初中生学业求助回避成因的理论构架,并且从四个因素中筛选出了代表性因素,即学习动机知觉。
The purpose of this dissertation is to explore the reasons of academic help-seeking Avoidance of Junior Students, to construct the primary theoretical framework and assess it, and to know about the present conditions of junior students on this affairs. The conclusions from this study can be used for developing students'competence of self-regulated learning and furthering related study in this field.
This dissertation contains two studies. In Study 1, a total of 78 junior students from a country middle school were elected by a reliable academic help-seeking questionnaire (Li Xiao dong,1999). Qualitative methods such as depth interview, standardization open-end interview, grounded theory combining with quantitative analysis are used in this stage. In Study 2, a total of 274 junior students took a part. The theoretical framework proposed in Study lwas assessed by hierarchical cluster analysis in this study. The main conclusions are as follows:
(1) The theoretical framework of reasons of academic help-seeking avoidance in junior students includes two dimensions:perceived procurability of assistance and perceived academic motivation. The former contains 4 factors such as perceived teacher's assistance, perceived competence of help-seeking, perceived peer's assistance.
Besides, environment of help-seeking in classroom, perceived potency of academic help-seeking, perceived threat of ability by help-seeking, sensitivity to others'evolutions are also achieved in this dissertation, although not so frequent as the factors mentioned below, they are useful for perfecting the theoretical framework completely.
(2) The theoretical framework of reasons presented in Study 1 is further validated by hierarchical cluster analyzing in Study 2.
本研究包括两个研究：研究一使用《中学生学业求助量表》(李晓东,1999)从某乡镇中学初一、初二、初三各两个班级中筛选出78名具有不同学业求助回避倾向的学生为研究对象,主要运用深度访谈法和定性定量混合性访谈中的标准化开放式访谈法收集资料,结合扎根理论和量化分析方法进行资料分析,建构学业求助回避成因的理论构架。研究二运用聚类分析法检验研究一所建构的理论构架。主要研究结论如下：
(1)初中生学业求助回避成因的理论构架包括两个维度：援助可获得性知觉维度和学习动机知觉维度。其中,前一个维度包括：教师支持知觉、求助能力知觉、同伴支持知觉三个因素。
研究过程还发现另外四个求助回避成因：课堂求助情境知觉、求助效价知觉、求助能力威胁知觉、对他人评价的敏感性。尽管普遍性不够高,但对理论构架的完善会起积极的作用。
(2)聚类分析的结果验证了初中生学业求助回避成因的理论构架,并且从四个因素中筛选出了代表性因素,即学习动机知觉。
The purpose of this dissertation is to explore the reasons of academic help-seeking Avoidance of Junior Students, to construct the primary theoretical framework and assess it, and to know about the present conditions of junior students on this affairs. The conclusions from this study can be used for developing students'competence of self-regulated learning and furthering related study in this field.
This dissertation contains two studies. In Study 1, a total of 78 junior students from a country middle school were elected by a reliable academic help-seeking questionnaire (Li Xiao dong,1999). Qualitative methods such as depth interview, standardization open-end interview, grounded theory combining with quantitative analysis are used in this stage. In Study 2, a total of 274 junior students took a part. The theoretical framework proposed in Study lwas assessed by hierarchical cluster analysis in this study. The main conclusions are as follows:
(1) The theoretical framework of reasons of academic help-seeking avoidance in junior students includes two dimensions:perceived procurability of assistance and perceived academic motivation. The former contains 4 factors such as perceived teacher's assistance, perceived competence of help-seeking, perceived peer's assistance.
Besides, environment of help-seeking in classroom, perceived potency of academic help-seeking, perceived threat of ability by help-seeking, sensitivity to others'evolutions are also achieved in this dissertation, although not so frequent as the factors mentioned below, they are useful for perfecting the theoretical framework completely.
(2) The theoretical framework of reasons presented in Study 1 is further validated by hierarchical cluster analyzing in Study 2.
引文
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①Ryan A. M. Hicks. L., Midgley. C. Social goals, academic goals and avoiding seeking help in the classroom [J]. Journal of Early Adolescence,1997(17):152-171.
② Ryan A M. Pintrich P R. "Should I ask for help?" The role of motivation and attitudes in adolescents'help seeking in math class [J]. Journal of Educational Psychology,1997,89:329-341.
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③Ryan. A. M. Gheen. M, Midgley. C. Why do some students avoid asking for help? An examination of the interplay among students'academic efficacy, teacher's social-emotional role and classroom goal structure.[J]. Educational Psychology.1998(9):528-535.
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② Ryan. A. M. Gheen. M, Midgley. C. Why do some students avoid asking for help? An examination of the interplay among students'academic efficacy, teacher's social-emotional role and classroom goal structure.[J]. Educational Psychology,1998,90:528-535.
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①约翰·洛夫兰德等著,林小英译.分析社会情境：质性观察与分析方法[M].重庆：重庆大学出版社.2009：156.
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②指在一个允许污名各种成分显露的社会情景中,贴标签,刻板印象,地位丧失,和歧视同时发生的情况(LinkB.G.Phe!anJ.C.2001).转引自尹蓓莉.“潜在求助者”难以成为“现实求助者”的主要障碍[D].华东师范大学.2009：13-17.
①是指对他人隐匿个人痛苦以及令人尴尬的消极信息(Larson&Chastain,1990:Kelly&Achter,1995)转引自尹蓓莉.“潜在求助者”难以成为“现实求助者”的主要障碍[D].华东师范大学.2009：3-4.
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③ Butler R,, Newman 0. Effects of task and ego:achievement goals on help-seeking behaviors and attitudes [J]. Journal of Educational Psychology,1995,87:261-271.
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