高中生学业自我效能感、学业情绪与学业成绩的关系研究

发布时间：2018-04-26 10:15

本文选题：高中生 + 学业自我效能感　；参考：《西华师范大学》2017年硕士论文

【摘要】：本文以探索高中生学业自我效能感、学业情绪的特征以及对学业成绩的影响为主要目标,使其指导教师、教育工作者更好地认识学生的学业自我效能感、学业情绪水平及其与学业成绩的关系,引导学生培养良好的学业自我效能感和学业情绪,从而改进学业成绩,使其更好地发展。以陕西省宝鸡市一所高中540名高中生为调查对象,运用文献分析法和俞国良与董妍的《青少年学业情绪问卷》、梁宇颂的《学业自我效能感问卷》进行了调查研究,运用独立样本t检验、单因素方差分析、相关、回归及中介效应分析等数据处理方法对高中生学业情绪、学业自我效能感的特点及与学业成绩的关系进行了研究,结果表明:(1)高中生自我效能感均在中偏上,但是普遍程度都不高,高中生学习行为自我效能感稍低于学习能力自我效能感。高中生的学习能力自我效能感存在比较显著的性别差异,男生的水平高于女生;不存在年级差异;不存在生源地差异;不存在独生子女差异;不存在文理科差异。(2)高中生有着更多的积极学业情绪;呈现出显著的性别差异;呈现出不同的年级差异:在积极高唤醒维度上,高一和高三有比较显著的差异;在积极低唤醒维度上,高二和高三存在显著的差异;在消极高唤醒维度上,高一和高三、高二和高三有显著的差异;不存在生源地差异;不存在独生子女差异;在积极高唤醒和消极高唤醒维度上有显著的文理科差异,(3)高中生学业自我效能感、学业情绪与学业成绩三个变量相互呈现显著的相关关系。具体来说学业自我效能感与学业成绩有显著的正相关关系;积极学业情绪与学业成绩是显著的正相关关系,消极学业情绪与学业成绩是显著的负相关关系。学业自我效能感与学业成绩有显著的正相关关系。积极学业情绪与学业自我效能感呈显著正相关。消极学业情绪与学习能力自我效能感有负相关关系,消极高唤醒维度与学习行为自我效能感有显著的正相关关系。(4)高中生学业自我效能感和学业情绪均能有效预测其学业成绩。(5)学业自我效能感、学业情绪与学业成绩间的的中介变量是学业情绪,起部分中介的作用。根据上述调查结果,为了提高高中生的学业成绩,本研究从以下两个方面提出建议:(1)通过提高学生学业自我效能感水平提高学业成绩。针对学业自我效能感的性别差异:增加成功的经验;选择合适的榜样;形成正确的归因方式;进行积极的言语劝说.(2)通过改善学生学业情绪状态提高学业成绩。1.针对学业情绪的性别差异的建议:首先,教师要主动建立和谐的师生关系;其次,学生要学会树立正确的竞争观。2.针对学业情绪的年级差异的建议:首先,教师针对不同年级学生选用合适的教学方式;其次,父母要设置合理的期望压力。3.针对学业情绪的文理科差异的建议:首先,学生要建立友好的同伴关系;其次,父母要树立正确的认知评价方式。
[Abstract]:The main goal of this paper is to explore the characteristics of academic self-efficacy, the characteristics of academic emotion and the impact on academic achievement of high school students, so that teachers and educators can better understand the students' sense of academic self-efficacy. The level of academic emotion and its relationship with academic achievement can guide students to cultivate a good sense of academic self-efficacy and academic emotion so as to improve their academic achievement and make them develop better. A total of 540 senior high school students from a senior high school in Baoji City, Shaanxi Province, were investigated by literature analysis, Yu Guoliang and Dong Yan's Youth academic emotion questionnaire and Liang Yusong's academic Self-efficacy questionnaire. Using independent sample t-test, single factor analysis of variance, correlation, regression and intermediary effect analysis, the characteristics of high school students' academic emotion, academic self-efficacy and their relationship with academic achievement were studied. The results showed that: 1) the self-efficacy of senior high school students was on the middle side, but the general degree was not high, and the self-efficacy sense of learning behavior was slightly lower than that of learning ability self-efficacy in senior high school students. There are significant gender differences in learning ability self-efficacy of senior high school students, the level of boys is higher than that of girls, there is no difference of grade, there is no difference of students' origin, there is no difference of only child; There is no difference in arts and science. (2) Senior high school students have more positive academic emotions, significant gender differences, different grade differences: in the dimension of positive high arousal, there are significant differences between Senior one and Senior three; In the dimension of positive and low arousal, there are significant differences between senior two and high three; in negative high arousal, there are significant differences between senior one and high three, and between senior two and high three; there is no difference in the origin of students; there is no difference in only child; There are significant differences in the dimensions of positive high arousal and negative high arousal. (3) High school students have a sense of academic self-efficacy, and there is a significant correlation between the three variables of academic emotion and academic achievement. There is a significant positive correlation between academic self-efficacy and academic achievement, a positive correlation between positive academic emotion and academic achievement, and a significant negative correlation between negative academic emotion and academic achievement. There was a significant positive correlation between academic self-efficacy and academic achievement. Positive academic emotion was positively correlated with academic self-efficacy. There is a negative correlation between negative academic emotion and self-efficacy of learning ability. There was a significant positive correlation between negative high-arousal dimension and learning behavior self-efficacy. 4) academic self-efficacy and academic emotion of senior high school students could effectively predict their academic achievement. 5) academic self-efficacy. The intermediate variable between academic emotion and academic achievement is academic emotion, which plays the role of partial intermediary. According to the above results, in order to improve the academic achievement of senior high school students, this study puts forward some suggestions from the following two aspects: (1) to improve students' academic self-efficacy by improving their academic self-efficacy level. Gender differences in academic self-efficacy: increasing successful experience; choosing appropriate role models; forming the correct attribution style; carrying out positive verbal persuasion. 2) improving students' academic performance by improving their emotional state. First, teachers should take the initiative to establish a harmonious teacher-student relationship; secondly, students should learn to set up a correct view of competition. First, teachers should choose appropriate teaching methods for different grades of students; secondly, parents should set reasonable expectation pressure. 3. First, students should establish friendly peer relationships; secondly, parents should establish correct cognitive evaluation methods.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

【参考文献】