教师期望与学习效能感、学业成就的相关研究

发布时间：2018-02-25 10:11

本文关键词： 知觉到的教师期望学业自我效能感学业成就初中生　出处：《西南大学》2017年硕士论文　论文类型：学位论文

【摘要】：教师期望作为重要的情感因素,是作用于学生发展的重要外部因素。学业自我效能感是调节学生学习动机,影响学生学习的重要内部因素。根据以往研究表明,学生的学业成就受到多种因素的影响,是由学生内部因素与外部因素共同作用而产生的学习成果。本研究将重点放在教师期望这一外部影响因素和学业自我效能感这一内部影响因素两方面,以心理发展特点较为鲜明的初中生作为研究对象,参考国内外以往对于教师期望、学业自我效能感的研究,在前人已有研究的基础上,借助教育学与心理学的相关理论,采用文献法、问卷调查法和访谈法,研究学生知觉到的教师期望与学业自我效能感的现状,并探讨学生知觉到的教师期望、学业自我效能感与学生学业成就三者之间的相关关系。通过分析本次研究结果作为现实依据,并结合相关理论基础,提出针对教学现实的建议与对策。本次研究以问卷调查法作为主要研究方法,对412名初中生进行调查,其中对于学生知觉到的教师期望的研究结果为:在学生知觉到的教学互动上,男生的得分显著高于女生;在学生知觉到的教师支持、教学互动、学业反馈维度以及教师期望总体上,学生得分呈递增趋势,初三年级学生的得分显著高于初一、初二年级学生;在学生知觉到的教师支持、学业反馈以及教师期望总体上,坐在前排位置的学生得分显著高于坐在其他位置的学生;在学生知觉到的教师支持上,担任班委的学生得分显著高于没有担任班委的学生;在学生知觉到的教师支持、教学互动、学业反馈三个维度以及教师期望总体上,学习成绩水平较高的学生的得分显著高于学习成绩水平较低的学生。对于学生学业自我效能感的研究结果为:在学习行为自我效能感以及学业自我效能感总体上,男生的得分显著高于女生;在学习行为自我效能感以及学业自我效能感总体上,来自城镇的学生的得分显著高于来自农村的学生;在学习能力自我效能感上,坐在前排的学生的得分仅显著高于坐在中间的学生;在学习能力自我效能感、学习行为自我效能感两个维度以及学业自我效能感总体上,学习成绩水平较高的学生的得分显著高于学习成绩水平较低的学生。对于学生知觉到的教师期望、学业自我效能感与学业成就的关系研究结果为:学生知觉到的教师期望在三个维度以及总体上,与学业自我效能感的两个维度以及总体呈显著正相关关系;学生知觉到的教师期望在三个维度以及总体上,与学生学业成就呈显著正相关关系;学业自我效能感的两个维度以及总体上,与学生学业成就呈显著正相关关系;学生知觉到的教师期望、学业自我效能感对学生学业成就具有预测作用,学生知觉到的教师期望可以直接影响学业成就,也可以通过影响学业自我效能感间接影响学业成就,学业自我效能感可以作为学生知觉到的教师期望与学业成就之间的中介变量。根据调查研究所得结论,并结合学生学习发展的要求与需要,提出以下教学建议:重视教师期望的生成与传递,使学生知觉到的教师期望更具积极性;重视学生学业自我效能感的培养,激发学生学习主观能动性;重视营造良好的师生关系,加强师生间的情感互融性。
[Abstract]:Teachers' expectations as the important affective factors, is an important factor for the development of external effects on the students. Academic self-efficacy is adjusting the students' learning motivation and influence important internal factors of students' learning. Based on previous research shows that student achievement is affected by many factors, the student's internal and external factors resulted from the interaction of the learning outcomes. This study will focus on the external factors of teachers' expectation and academic self-efficacy factors that influence the internal two aspects, with distinct characteristics of psychological development of junior high school students as the research object, reference to domestic and foreign teachers' expectations for the past research, academic self-efficacy, based on existing research with the help of theory, education and psychology, using the method of literature, questionnaire and interview research, the students perceived teacher expectancy and academic self Present situation of self-efficacy, and to explore the students' perception of teachers' expectation, the relationship between academic self-efficacy and academic achievement in three. Through the analysis of the results of this study as a practical basis, and combined with the relevant theoretical basis, puts forward some suggestions and Countermeasures for the teaching reality. This research mainly with the method of questionnaire as a method, we investigated 412 junior middle school students, the study of students' perception of teachers' expectation of the result is: the interactive teaching in the students' perception on the boys scored significantly higher than girls; the students perceived teacher support, interactive teaching, academic feedback dimensions and teachers' expectation on the whole, the students score increased trend, the third grade students scored significantly higher than grade one, grade two students; the students perceived teacher support, academic feedback and teachers' expectation on the whole, sitting in the front row position The students scored significantly higher than sitting in other locations in the students; students perceived teacher support, as class students scored significantly higher than the students in the class does not hold; students perceived teacher support, interactive teaching, academic feedback and the three dimensions of teacher expectations overall, higher levels of students' learning achievement the score was significantly higher than that of the low level of academic achievement of students. For the study of students' academic self-efficacy results: learning behavior self-efficacy and academic self-efficacy in general, boys scored significantly higher than girls; learning behavior self-efficacy and academic self-efficacy on the whole, the urban students scored significantly higher than students from rural areas; in terms of learning ability self-efficacy, sitting in front of the students scored significantly higher than just sitting in the middle of the students in learning ability; I self-efficacy, learning behavior self-efficacy and the two dimensions of academic self-efficacy and learning achievement in general, higher level students scored significantly higher than the low level of academic achievement of students. The students perceived teacher expectations, academic self-efficacy on the relationship between results and academic students perceived: Teachers' expectations in three dimensions and overall, and academic self-efficacy and the two dimensions of overall showed a significant positive correlation; students' perception of teachers' expectation in three dimensions and overall, and significantly positive correlation with students' academic achievement; the two dimensions of academic self-efficacy, on the whole, a a significant positive correlation with the academic achievement of students; students' perception of Teachers' expectation, academic self-efficacy can predict students' academic achievement, students' perception of teachers' expectation can be straight The influence of academic achievement, but also can be influenced by academic self-efficacy indirectly influence academic achievement, academic self-efficacy mediator between teachers' expectation and students' academic achievement can be perceived. According to the research conclusions, combined with the development of students' learning needs and requirements, put forward the following suggestions: generation and transfer of Teachers expected, the students' perception of teachers' expectation more actively; to foster students academic self-efficacy, stimulate students' learning initiative; the importance of building a good relationship between teachers and students, teachers and students to strengthen the emotion interaction.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

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