摘要
学业自我效能感是自我效能感在学习领域的表现,与学业成就有着紧密的联系,是影响学业成就水平的重要因素。国外对学生学业自我效能感早有研究,并重视对学生学业自我效能感的培养,而目前我国学业自我效能感的研究却十分薄弱,特别是对于应用技术本科学生学业自我效能感的研究更是缺乏。应用技术本科教育是我国高等教育的重要组成部分,应用技术本科学生是我国未来的高级技术应用性人才。但是,当前众多应用技术本科学生学习状况的实际水平与期望之间却存在着一定差距,表现出学习努力程度不够,缺乏主动性,学习情绪低落,学业自我效能感偏低等现象。为此,本研究以西南大学高职学院、重庆邮电大学应用技术学院、四川外语学院应用技术学院三所高校共806名应用技术本科学生作为被试,通过问卷调查,探索应用技术本科学生学业自我效能感在性别、专业、年级,生源上的差异及交互作用。结果表明:
1、应用技术本科学生学业自我效能感总体强度偏低。学业自我效能感总分平均接近中点2.5,学习行为自我效能感平均得分稍大于2.5,而学习能力自我效能感平均得分低于2.5。
2、不同性别应用技术本科学生学习能力自我效能感存在显著差异,男生显著低于女生,学习行为自我效能感和总分差异不显著。
3、不同年级应用技术本科学生在学习能力自我效能感上达到边缘显著,大一(边缘)显著低于大三学生,学习行为自我效能感和总分差异不显著。
4、不同专业应用技术本科学生学习能力自我效能感差异显著,文科学生显著低于理科学生,学习行为自我效能感和总分差异不显著。
5、应用技术本科学生学业自我效能感在年级与生源的交互作用上差异显著。
学习能力自我效能感,在年级方向上:大一,城市学生显著低于农村学生得分;大三,差异不显著。在生源方向上:城市学生,大一显著低于大三得分;农村的差异不显著。
学习行为自我效能感,在年级方向上:大一,城市学生与农村学生得分差异不显著,大三,城市学生得分显著低于农村学生。在生源方向上:城市学生,大一显著高于大三得分,农村的差异不显著。
最后,在研究结论的基础上,本研究提出:树立名元智力观,计学生体验到成功的喜悦;设置合理的学习目标,减少学生失败的机会;增强榜样示范,发挥榜样的力量;引导学生正确归因,提高学习积极性;营造良好的学习氛围,对学生取得良好成绩充满期待五条教育建议,以提高应用技术本科学生的学业自我效能感,增强学习动机,影响学业成就,为国家和社会培养出优秀的高级应用技术实用人才。
The academic self-efficacy on study is the display of the self- efficacy , which has a close relationship with the academic achievement. And it is the major factor in affecting the academic achievement. In fact, the issue has been studied in early times in foreign nations. Besides they pay much attention to the growth of the academic self-efficacy in students. However, we don't have much research on the field at present, much less to study the academic self-efficacy in practical technical colleges. As we see, the education of practical technical colleges is an important part in our senior education, and the students there are our future senior technical talents. Whereas, the practical situation of their level in studying has a long distance with the expectation which shows that they don't study hard; lack of initiative, low in spirits of study and short of the academic self-efficacy etc. So my research based on the students in Practical technical College in Southwest University, Sichuan Foreign Language college, Chongqing Postal University, amounts to 806 college students. By the paper investigate, I want the result in the relation between the academic self-efficacy and the sex, major grade and their origins. The consequence is as follows:
1. The general strength of the academic self-efficacy is lower. The academic self-efficacy on study is close to the average 2.5, and the study behavior self-efficacy is a bit higher than 2.5, but the study ability self-efficacy is lower than 2.5.
2. There is a big difference in the study ability self-efficacy. Because of the sex, boys lower than girls dramatically, but the general scores and the study behavior self-efficacy don't have much difference in sex.
3.The students in different grades can reach the edge of the study ability self-efficacy quite differently, which shows that the edge of Grade 1 is much lower than Grade 3, However, there's no complete difference in the general scores and the study behavior self-efficacy.
4. Students in different majors are quite different in the study ability self-efficacy, among which students of literature are much lower than science ones, however, there's no complete difference in the general scores and the study behavior self-efficacy.
5. The academic self-efficacy in the interaction between grades and origins differ a lot.
First, the study ability self-efficacy, on grades: Grade 1, Students from cities marks is much lower than ones from villages; Grade 3, there is no big difference. On origins: Students in cities: their marks in Grade 1 are much lower than Grade 3. However there's no big difference in villages.
The study behavior self-efficacy, on grades: Grade 1,no big difference between city students and village students; Grade 3, the marks of city students are lower than village students; On origins: city students , the marks from Grade 1 are higher than Grade 3, no big difference in counties.
At last, on the basis of the research, I insist the Multiple intelligence, which makes students have the joy of success; At the same time, to reduce the chance of the students' failures; enhance the function of models; conduct them to know the reasons of the results, promote their initiative; besides that, it can offer a suitable atmosphere of study. Basing all these, I offer five acceptable educational suggestions to improve the academic self-efficacy in the practical undergraduates, strength their study motives, affect their academic achievement, and train excellent senior practical talents for the most importance.
引文
1.Bandura,A.(1986).Social foundations of thought and action:A social congnitive theory[M]. Englewood Cliffs,NJ:Prentice Hall.
2.Bandura,A. (1997).Self-efficacy: exercise of control. New York: Freeman.
3.Suls,J.M.,&Miller, (Eds.).Social comparison processes: Theoretical and empirical perspectives. Washington,DC: Hemisphere, 1977.
4.Bandura,A.(1977).Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review,84,191-215.
5.Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist. 37, 122-147.
6.Bandura,A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25,729-735.
7.Bandura, A. (1991). Human Agency: The Rhetoric and the Reality. American Psychologist. 46, 157-162.
8.Bandura, A. (1995). Reflections on Human Agency. Keynote address presented at the IV European Congress of Psychology, July 2-7, Athens, Greece.
9.Bandura,A., &Cervone,D. Self-evaluative and self-efFcacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology 1983.45:1017-1028.
10.Bandura, A.&Robert Wood. (1989). Effect of Perceived Controllability and Performance Standards on Self-Regulation of Complex Decision Making. Joumal of Personality and Social Psychology, 56(5), 805-814.
11.Bandura,A., Pastorelli, C., Barbaranelli, C.,&Caprara, G. V (1999). Self-Efficacy Pathways to Childhood Depression. Joumal of personality and Social Psychology, 76(2), 258-269.
12.Carroll,WR.,Bandura, A. The role of visual monitoring in observational learning of action patterns: Making the unobservable observable. Journal of Motor Behavior, 1982.14: 153-167.
13.Crundall, L.,Foddy, M. Vicarious exposure to a task as a basis of evaluative competence. Social Psychology Quarterly, 1981.44: 331-338
14.Hollandsworth, J.G., JR.,Glazeski , R.C., Kirkland , K., Jones D.E.,&Van Norman L.R. An analysis of the nature and effects of test anxiety: Cognitive, behavioral, and physiological components. Cognitive Therapy and Research, 1979.3: 165-180.
15.Pajares, F., Miller, M.D.(1994).Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis. Journal of Educational Psychology.86(2), 193-203.
16.Schunk,D.H.Modeling and attributional feedback effects on children's achievement:A self-efficacy analysis.Journal of Educational Psychology,1981.74:93-105.
17.Schunk,D.H.,&Cox,P.D.Strategy training and attributional feedback with learning-disabled students.Journal of Educational Psychology,1986.78:201-209
18.Zimmerman.B.J.,Bandura,A.,&Martininez-Pons,M.(1992).Self-motivation for academic attainment:The role of self-efficacy beliefs and personal goal setting.American Educational Research Joural.29,663-676.
19.理查德·格里格,菲利普·津巴多著,王垒,王甦等译,心理学与生活,人民邮电出版社,2003年
20.高申春,人性辉煌之路:班杜拉的社会学习理论,(台湾)猫头鹰出版社,2001年
21.张春兴:张氏心理学辞典,上海辞书出版社,1992
22.边玉芳,学习自我效能感量表的编制.心理科学,2004,27(5):1218-1222
23.边玉芳,学习自我效能感:是一般的还是针对特殊领域的?,心理科学,2006,29(5):1275-1277
24.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,1999(2)
25.陈顺森,叶桂青,高中生考试焦虑及其与学业自我效能感的关系,漳州师范学院学报(自然科学版),2007年第3期
26.董艳,谭忠秀,高亚席,少数民族女大学生学习自我效感感研究,内蒙古师范大学学报(教育科学版),2007(7)27-31
27.高翔,谈学生学习自我效能感及其培养,龙岩师专学报,第19卷第1期,2001年3月
28.高申春,自我效能感理论评述,心理发展与教育(京),2000(1):60-64
29.贾淑斌,论自我效能感对学生学习活动的影响及培养策略,现代生物医学进展,2006,6(9)
30.冀先礼,论大学生自我效能感的影响因素和作用,河南理工大学学报(社会科学版),第7卷,第1期,2006年2月
31.金光华,董好叶,大学生白我效能感、考试焦虑与学习成绩的相关研究,心理健康教育,第24期(总第522期)
32.刘慧,论学业自我效能感的培养,赣南师范学院学报,2003年第四期
33.路海东、刘晓明、郭占基,小学生学业自我效能感的培养与提高实验研究报告,现代中小学教育,1998年第2期
34.杨国欣,论大学生白我效能感的影响因素与培养,心理健康教育,第26期(总第522期)
35.张鼎昆、方俐洛、凌文辁,自我效能感的理论与研究现状,心理学动态,1999(7):39-43
36.倪曼,高职学生的自我效能感及其培养策略,河南职业技术师范学院学报(职业教育版),2007(3)
37.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年6月第7卷 第2期
38.朱丽芳,谢倩,论学业自我效能感,高等农业教育,2007(6)77-79
39.边玉芳,学习自我效能感量表的编制与应用,华东师范大学,博士论文,2003
40.岑萃,中学生学业自我效能感的发展特点及其与学业成绩、父母教养方式的相关研究,西南师范大学教育科学研究所,硕士论文,2005
41.车永莉,学业自我效能感及其在初中物理教学中应用的初步研究,曲阜师范大学,硕士论文,2003
42.曲苒,中学生自我调节学习与学业自我效能感、成就目标定向及学业成就的关系研究,陕西师范大学,硕士论文,2004
43.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,硕士论文,2002
44.石常秀,初中生学习适应性、学习自我效能感与学业成绩的关系,南京师范大学,硕士论文,2006
45.肖志玲,大学生学业自我效能感与成就动机关系研究,华中师范大学,硕士论文,2002
46.赵洁,高中生自我效能感、考试焦虑及学业成就责任的相关研究,河北师范大学,硕士论文,2006