硕士研究生学习自我效能感和一般自我效能感与健康状况的关系研究
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摘要
硕士研究生是我国受教育水平较高的一个群体,是促进我国经济发展、社会进步、国家富强的重要力量。科学技术飞速发展,知识经济日新月异的形势对我国研究生人才的质量提出了新的要求和挑战:硕士研究生不仅要有过硬的知识储备和专业的科研能力,还要具备健康的体魄、健全的心理素质及社会交往能力。本研究在综合国内外现有研究的基础上,编制了硕士研究生学习自我效能感问卷,探讨了该问卷的结构并对其进行信、效度检验。结果证明该问卷是科学有效的。之后,我们采用“一般自我效能感量表”、“自我健康评定量表”及自编的“硕士研究生学习自我效能感问卷”对九所高校的697名学生进行问卷调查,将获得的各项数据进行统计分析,得出以下几点结论:
结论1:编制的硕士研究生学习自我效能感量表分为五个因素:综合学习能力效能感,基础课程学习能力效能感,专业课程能力效能感,自我管理能力效能感和实践能力效能感。经验证此问卷具有良好的信度和效度。
结论2:硕士研究生学习自我效能感在性别、年龄、年级、家庭居住地、婚姻状况上存在差异;一般自我效能感在性别、年龄、婚姻状况上存在差异:其总体健康状况在是否跨专业学习这一变量上存在差异,而在性别、年龄、家庭所在地、婚姻状况上没有差异。
结论3:硕士研究生一般自我效能感与健康状况关系密切,与生理健康、社会健康、心理健康呈显著正相关,一般自我效能感对以上三项具有一定的预测作用,心理健康和社会健康对一般自我效能感也具有一定的预测作用,社会健康的预测作用更大。
结论4:硕士研究生学习自我效能感与健康状况密切相关,与生理健康、社会健康、心理健康呈显著正相关,学习自我效能感对以上三项具有一定的预测作用,心理健康和社会健康对学习自我效能感也具有一定的预测作用,心理健康的预测作用更大些。
结论5:硕士生一般自我效能感和学习自我效能感对健康状况具有良好的预测作用。研究结果表明,一般自我效能感和学习自我效能感相互作用共同影响硕士研究生的健康状况。一般自我效能感通过学习自我效能感对健康状况产生间接影响,学习自我效能感也会通过一般自我效能感影响硕士生的健康状况。
As a group with advanced educational cultivation, master candidates play an important role in the economic development, social progress and scientific advancement. The fast socioeconomic changes exert a new challenge on the quality of postgraduate talents, which requires appropriate knowledge basis, scientific research capability, as well as health that encompasses physiological, mental wellbeing and more improtantly, sound social interaction abilities.
Based on the integration of international similar studies, the present study developed Academic Self-efficacy inventory for master candidates, and investigated its structural features as well as the test of its reliability and validity. The results confirmed the scientific essence of the inventory. Subsequently, we tested 697 master candidates who came from nine universities with General Self-efficacy Scale, Self-rated Health Measurement Scale and our self-developed Academic Self-efficacy Inventory. With statistical analysis of data from the three scales, we reached the five major conclusions as follows:
Conclusion 1:
Developed Academic Self-efficacy Inventory for master candidates consists of five dimensions: The general learning-ability efficacy, the foundation course learning-ability efficacy, the special course learning-ability efficacy, the self-management ability efficacy , the practicing ability efficacy. By verified, the inventory has good reliability and validity.
Conclusion 2:
There exists some significant difference in Academic Self-efficacy between master candidates with different gender, age, grade, family locas and marriage status. The difference in General Self-efficacy is manifested in different gender, age, marriagestatus master candidates. Different health levels are owned in cross-speciality andnoncross-speciality master candidates, and was not found in other variables such asgender, age, grade and so on.
Conclusion 3:
General self-efficacy of master candidates is significantly related to health level, itrelates positively to physical health, mental health and societal health, which Generalself-efficacy can predict. Mental health and societal health can also predict generalself-efficacy, compared with mental health, societal health play more importantforecasting role.
Conclusion 4:
Academic Self-efficacy of master candidates is remarkably related to health level too, itrelates positively to physical health, mental health and societal health. Generalself-efficacy can predict the three health level, mental health and societal health can alsopredict general self-efficacy. Compared with societal health, mental health play moresignificant forecasting part.
Conclusion 5:
Master candidates' general self-efficacy and academic self-efficacy play an importantrole in predicting their health. The study results indicate: the inter-action of generalself-efficacy and academic self-efficacy can impact health level of master candidate.General self-efficacy has a main effect on health level by Academic Self-efficacy, andAcademic self-efficacy can effect health level by General self-efficacy.
结论1:编制的硕士研究生学习自我效能感量表分为五个因素:综合学习能力效能感,基础课程学习能力效能感,专业课程能力效能感,自我管理能力效能感和实践能力效能感。经验证此问卷具有良好的信度和效度。
结论2:硕士研究生学习自我效能感在性别、年龄、年级、家庭居住地、婚姻状况上存在差异;一般自我效能感在性别、年龄、婚姻状况上存在差异:其总体健康状况在是否跨专业学习这一变量上存在差异,而在性别、年龄、家庭所在地、婚姻状况上没有差异。
结论3:硕士研究生一般自我效能感与健康状况关系密切,与生理健康、社会健康、心理健康呈显著正相关,一般自我效能感对以上三项具有一定的预测作用,心理健康和社会健康对一般自我效能感也具有一定的预测作用,社会健康的预测作用更大。
结论4:硕士研究生学习自我效能感与健康状况密切相关,与生理健康、社会健康、心理健康呈显著正相关,学习自我效能感对以上三项具有一定的预测作用,心理健康和社会健康对学习自我效能感也具有一定的预测作用,心理健康的预测作用更大些。
结论5:硕士生一般自我效能感和学习自我效能感对健康状况具有良好的预测作用。研究结果表明,一般自我效能感和学习自我效能感相互作用共同影响硕士研究生的健康状况。一般自我效能感通过学习自我效能感对健康状况产生间接影响,学习自我效能感也会通过一般自我效能感影响硕士生的健康状况。
As a group with advanced educational cultivation, master candidates play an important role in the economic development, social progress and scientific advancement. The fast socioeconomic changes exert a new challenge on the quality of postgraduate talents, which requires appropriate knowledge basis, scientific research capability, as well as health that encompasses physiological, mental wellbeing and more improtantly, sound social interaction abilities.
Based on the integration of international similar studies, the present study developed Academic Self-efficacy inventory for master candidates, and investigated its structural features as well as the test of its reliability and validity. The results confirmed the scientific essence of the inventory. Subsequently, we tested 697 master candidates who came from nine universities with General Self-efficacy Scale, Self-rated Health Measurement Scale and our self-developed Academic Self-efficacy Inventory. With statistical analysis of data from the three scales, we reached the five major conclusions as follows:
Conclusion 1:
Developed Academic Self-efficacy Inventory for master candidates consists of five dimensions: The general learning-ability efficacy, the foundation course learning-ability efficacy, the special course learning-ability efficacy, the self-management ability efficacy , the practicing ability efficacy. By verified, the inventory has good reliability and validity.
Conclusion 2:
There exists some significant difference in Academic Self-efficacy between master candidates with different gender, age, grade, family locas and marriage status. The difference in General Self-efficacy is manifested in different gender, age, marriagestatus master candidates. Different health levels are owned in cross-speciality andnoncross-speciality master candidates, and was not found in other variables such asgender, age, grade and so on.
Conclusion 3:
General self-efficacy of master candidates is significantly related to health level, itrelates positively to physical health, mental health and societal health, which Generalself-efficacy can predict. Mental health and societal health can also predict generalself-efficacy, compared with mental health, societal health play more importantforecasting role.
Conclusion 4:
Academic Self-efficacy of master candidates is remarkably related to health level too, itrelates positively to physical health, mental health and societal health. Generalself-efficacy can predict the three health level, mental health and societal health can alsopredict general self-efficacy. Compared with societal health, mental health play moresignificant forecasting part.
Conclusion 5:
Master candidates' general self-efficacy and academic self-efficacy play an importantrole in predicting their health. The study results indicate: the inter-action of generalself-efficacy and academic self-efficacy can impact health level of master candidate.General self-efficacy has a main effect on health level by Academic Self-efficacy, andAcademic self-efficacy can effect health level by General self-efficacy.
引文
1.http://www.sina.com.cn 2006/05/09;
2.Bandura A.Social foundations of thought and action.asocial-cognitive view.Englewood Cliffs,NJ:Prentice—Hall,1986;
3.韦毅嘉.企业科技人员职业自我效能感的研究.西南大学硕士生论文(2006);
4.班杜拉.思想和行动的社会基础:社会认知论.上海:华东师范大学出版社.2001;
5.龙君伟.自我效能感与学习:从理论到实践.现代教育论丛.2005(3);
6.Schwarzer R.Aristi B.Optimistic self-beliefs:Assessment of general perceived self-efficacy in thirteen cultures.Word Psychology:1997,3(1-2):177-190;
7.Schwarzer R.The assessment of optimistic self beliefs:Comparison of the Chinese,Indonesia,Japanese and Korean versions of the General Self Efficacy Scale.Psychologia.1997,40:1-13;
8.Schwarzer R,Mueller J.Greenglass E(1999).Assessment of general perceived self-efficacy on the internet:data collection in cyber space.Anxiety,Stress and Copying,12(3):145-161;
9.边玉芳.学习自我效能感量表的编制与应用.(博士论文)华东师范大学.2003;
10.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,硕士生论文,2000;
11.李荟,辛祷,谷生华,申继亮.中学生自我效能感、学习策略与学习成绩关系的研究[J].教育研究与实验,1998,(4):48;
12.年静.职校生学业自我效能感探索.华东师范大学(硕士论文).2006;
13.易晓明等.学习优秀与学习不良大学生的学习动机.自我效能归因的比较.健康心理学杂志,2002,10(1):1-3;
14.Pintrich PR.De Groot EV.Motivational and self-regulated Learning components of Classroom academic performance.J Edu Psychol.1990,82(1):33-40;
15.曾荣侠.大学生一般自我戈文能感及其与应对方式、心理健康关系的研究.河南大学研究生硕士学位论文,2004,5;
16.Jerusalem,M&Mittag W.Self-efficacy in(Ed.),self-efficacy in changing societies.Stressful Life transitions.In A.Bandura,Cambridge University.1995,177-201;
17.杨萍,唐兵.自我效能感对儿童抑郁的影响方式.云南师范大学学报(教育科学版).2000(3):15-17;
18.刘岩.学生自我效能、心理控制源与应激的关系.中国心理卫生杂志,2003,17(1):36-38;
19.梁宇颂.大学生学业自我效能感与心理健康的相关性研究.中国临床康复.2004,8;
20.王洪礼,胡寒春.贵州省高师本科大学生学业自我效能感.与心理健康水平的研究心理科 学.2005,28(3):675-677;
21.王才康.中学生一般自我效能感与应付方式的关系研究.中医行为医学科学.2002(11):70-71;
22.李惠萍,孔祥军.人学生一般自我效能感与应付方式的关系研究.中国行为医学科学.2000(15):171;
23.孔祥军.人学生一般自我效能感、防御方式及其关系研究.中国健康心理学杂志,2006(14):111-112;
24.葛明贵.人学生一般自我效能感、学习厌倦感与抑郁的关系.重庆师范大学学报,2001(2):190-192;
25.马伟娜,徐华.中学生生活事件自我效能与焦虑,抑郁情绪的关系.中国临床心理学杂志.2006(14):303-305;
26.Jex SM,Bliese PD.Efficacy beliefs as a moderator of the effects of work elated stressors a multilevel study.Journal of Applied Psychology,1999,(84):349-361;
27.Jex SM,Bliese P D.The impact of self-efficacy on stressor strain relations coping style as an explanatory mechanism.Journal of Applied Psychology.2000(86):401-409;
28.BenightCC,Happer ML.Coping self-efficacy perceptions as a mediator between acute stress response and long-temp distress following natural disaster.Journal of Traumatic Stress 2002,(15):227-228;
29.Molt RW,Snook EM,McCanley E Gliottoni RC.Symptomg self-efficacy and physical activity among individuals with multiple sclerosis.Res Nurs Health,2005(29):597-606;
30.Lau-Walker M P.Dieting self-efficacy using illness perception compnests a patientsurvey BrJ Health Psycholo 2006(11),643-661;
31.张梅英.大学生学业自我效能感与成就动机的关系.太原大学学报.2006.7(2);
32.胡桂英,许百华.初中生学习归因、学习自我效能感、学习策略和学业成就关系的研究.心理科学.2002,25(6):757-758;
33.王振宏.初中学生学业自我效能与学业成就关系研究.心理发展与教育.1999(1);
34.陈秀丽,冯维.试析自我效能感对心理健康的影响.健康心理学杂志,2003,10(4):270-271;
35.Pintric PR,De Groot EV.Motivational and self-regulated Leaning components of Classroom academic performance.J Edu Pcychol 1990,82(1):33-34;
36.Mayo M,Pastor JC,Meindl JR.The effects of group heterogeneity on the self-perceived efficacy oflesders.G Lea Quar 1996,7(2):265-284;
37.Bar-Tal D.Attuibution analysis of achievement-related behavior.Rev Edu Res 1978,48(2):259-271;
38.Bandura A.Self-efficacy:The exercise of control.NewYork:Freeman.1997;
39.陆昌,方俐洛,凌文辁.管理者的管理自我效能感.心理学动态,2001.9(2):179-185;
40.陆昌勤,方俐洛,凌文辁.企业管理自我效能感量表的建构.第九届全国心理学学术会议文摘选集,2001;
41.王建侠,近十年国内自我效能感的研究进展.社会心理科学.2007,22(1.2):27-34;
42.王才康,胡中锋,刘勇.一般自我效能感量表的信度和效度研究.应用心理学.2007,7(1):37-40;
43.陆昌勤,凌文栓,方俐洛.管理自我效能感与一般自我效能感的关系.心理学报.2004,36(5):586-592;
44.Chen G,Gullv SM,Whiteman,J.Kilcullen R N.Examination of relationship among traitlike individual differences,state-like individual differences and learning performance.Jonrnal of Applide Psychology,2000,85(6):835-847;
45.Woodruff S L,Cashman JF.Task,domain and general efficacy:A re-examination of the self-efficacy scale.Psychological Reports.1993,72(2):423-43;
2.Bandura A.Social foundations of thought and action.asocial-cognitive view.Englewood Cliffs,NJ:Prentice—Hall,1986;
3.韦毅嘉.企业科技人员职业自我效能感的研究.西南大学硕士生论文(2006);
4.班杜拉.思想和行动的社会基础:社会认知论.上海:华东师范大学出版社.2001;
5.龙君伟.自我效能感与学习:从理论到实践.现代教育论丛.2005(3);
6.Schwarzer R.Aristi B.Optimistic self-beliefs:Assessment of general perceived self-efficacy in thirteen cultures.Word Psychology:1997,3(1-2):177-190;
7.Schwarzer R.The assessment of optimistic self beliefs:Comparison of the Chinese,Indonesia,Japanese and Korean versions of the General Self Efficacy Scale.Psychologia.1997,40:1-13;
8.Schwarzer R,Mueller J.Greenglass E(1999).Assessment of general perceived self-efficacy on the internet:data collection in cyber space.Anxiety,Stress and Copying,12(3):145-161;
9.边玉芳.学习自我效能感量表的编制与应用.(博士论文)华东师范大学.2003;
10.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,硕士生论文,2000;
11.李荟,辛祷,谷生华,申继亮.中学生自我效能感、学习策略与学习成绩关系的研究[J].教育研究与实验,1998,(4):48;
12.年静.职校生学业自我效能感探索.华东师范大学(硕士论文).2006;
13.易晓明等.学习优秀与学习不良大学生的学习动机.自我效能归因的比较.健康心理学杂志,2002,10(1):1-3;
14.Pintrich PR.De Groot EV.Motivational and self-regulated Learning components of Classroom academic performance.J Edu Psychol.1990,82(1):33-40;
15.曾荣侠.大学生一般自我戈文能感及其与应对方式、心理健康关系的研究.河南大学研究生硕士学位论文,2004,5;
16.Jerusalem,M&Mittag W.Self-efficacy in(Ed.),self-efficacy in changing societies.Stressful Life transitions.In A.Bandura,Cambridge University.1995,177-201;
17.杨萍,唐兵.自我效能感对儿童抑郁的影响方式.云南师范大学学报(教育科学版).2000(3):15-17;
18.刘岩.学生自我效能、心理控制源与应激的关系.中国心理卫生杂志,2003,17(1):36-38;
19.梁宇颂.大学生学业自我效能感与心理健康的相关性研究.中国临床康复.2004,8;
20.王洪礼,胡寒春.贵州省高师本科大学生学业自我效能感.与心理健康水平的研究心理科 学.2005,28(3):675-677;
21.王才康.中学生一般自我效能感与应付方式的关系研究.中医行为医学科学.2002(11):70-71;
22.李惠萍,孔祥军.人学生一般自我效能感与应付方式的关系研究.中国行为医学科学.2000(15):171;
23.孔祥军.人学生一般自我效能感、防御方式及其关系研究.中国健康心理学杂志,2006(14):111-112;
24.葛明贵.人学生一般自我效能感、学习厌倦感与抑郁的关系.重庆师范大学学报,2001(2):190-192;
25.马伟娜,徐华.中学生生活事件自我效能与焦虑,抑郁情绪的关系.中国临床心理学杂志.2006(14):303-305;
26.Jex SM,Bliese PD.Efficacy beliefs as a moderator of the effects of work elated stressors a multilevel study.Journal of Applied Psychology,1999,(84):349-361;
27.Jex SM,Bliese P D.The impact of self-efficacy on stressor strain relations coping style as an explanatory mechanism.Journal of Applied Psychology.2000(86):401-409;
28.BenightCC,Happer ML.Coping self-efficacy perceptions as a mediator between acute stress response and long-temp distress following natural disaster.Journal of Traumatic Stress 2002,(15):227-228;
29.Molt RW,Snook EM,McCanley E Gliottoni RC.Symptomg self-efficacy and physical activity among individuals with multiple sclerosis.Res Nurs Health,2005(29):597-606;
30.Lau-Walker M P.Dieting self-efficacy using illness perception compnests a patientsurvey BrJ Health Psycholo 2006(11),643-661;
31.张梅英.大学生学业自我效能感与成就动机的关系.太原大学学报.2006.7(2);
32.胡桂英,许百华.初中生学习归因、学习自我效能感、学习策略和学业成就关系的研究.心理科学.2002,25(6):757-758;
33.王振宏.初中学生学业自我效能与学业成就关系研究.心理发展与教育.1999(1);
34.陈秀丽,冯维.试析自我效能感对心理健康的影响.健康心理学杂志,2003,10(4):270-271;
35.Pintric PR,De Groot EV.Motivational and self-regulated Leaning components of Classroom academic performance.J Edu Pcychol 1990,82(1):33-34;
36.Mayo M,Pastor JC,Meindl JR.The effects of group heterogeneity on the self-perceived efficacy oflesders.G Lea Quar 1996,7(2):265-284;
37.Bar-Tal D.Attuibution analysis of achievement-related behavior.Rev Edu Res 1978,48(2):259-271;
38.Bandura A.Self-efficacy:The exercise of control.NewYork:Freeman.1997;
39.陆昌,方俐洛,凌文辁.管理者的管理自我效能感.心理学动态,2001.9(2):179-185;
40.陆昌勤,方俐洛,凌文辁.企业管理自我效能感量表的建构.第九届全国心理学学术会议文摘选集,2001;
41.王建侠,近十年国内自我效能感的研究进展.社会心理科学.2007,22(1.2):27-34;
42.王才康,胡中锋,刘勇.一般自我效能感量表的信度和效度研究.应用心理学.2007,7(1):37-40;
43.陆昌勤,凌文栓,方俐洛.管理自我效能感与一般自我效能感的关系.心理学报.2004,36(5):586-592;
44.Chen G,Gullv SM,Whiteman,J.Kilcullen R N.Examination of relationship among traitlike individual differences,state-like individual differences and learning performance.Jonrnal of Applide Psychology,2000,85(6):835-847;
45.Woodruff S L,Cashman JF.Task,domain and general efficacy:A re-examination of the self-efficacy scale.Psychological Reports.1993,72(2):423-43;