自我效能感和学习动机对针推专业视障生学习成绩的影响

发布时间：2018-06-08 03:34

本文选题：视障生 + 自我效能感　；参考：《郑州大学》2017年硕士论文

【摘要】：中国各种类型的残疾人总数量达到了8296万,占人口总数的6.34%,其中视力残疾的有1233万人,占到了残疾人总数量的14.86%。视障者就业的主要渠道之一是医疗行业的保健推拿。研究视障生的自我效能感、学习动机与学习成绩的关系,有助于了解影响视障生学习成绩的因素,从而提升他们的职业技能、促进其就业等。目前国内外的研究主要集中在视力正常学生的自我效能感、学习动机与学习成绩的关系,而针对视力障碍学生开展的相关研究鲜有报道。目的主要研究高等职业院校针灸推拿专业视力障碍学生及视力正常生的自我效能感、学习动机对学习成绩的影响。方法选取河南推拿职业学院针灸推拿系,2014级10个教学班、2015级14个教学班,共24个教学班的134名视力障碍学生,以及在各班随机抽取的与各班视障生等量的视力正常生为研究对象。所有研究对象均填写调查问卷。运用IBM SPSS Statistics 21.0和IBM SPSS Amos 21.0软件进行统计分析。对于定性变量,采用频数或频率描述,组间比较采用χ2检验,其中等级资料采用非参数检验;对于定量变量,采用均值±标准差(?±)描述,组间比较采用t检验或多变量方差分析;采用简单线性相关分析、典型相关分析、路径分析来探索自我效能感、学习动机与学习成绩之间的关系。结果(1)在调查人群中,视障生与正常生父亲学历(Z=-3.216,P=0.001)、母亲学历(Z=-3.784,P0.001)、家庭经济状况(Z=-4.745,P0.001)的分布情况均有统计学差异。(2)不同年级、性别、生源地、视障成因的视障生的自我效能感总分、一般自我效能感、学业自我效能感、自我调节效能感均无统计学差异(P0.05);不同性别、视障成因的视障生在学习动机总分、内生动机、外生动机方面无统计学差异(P0.05),而不同年级视障生的学习动机总分(P=0.008)、内生动机(P=0.007)、外生动机(P=0.049)得分有统计学差异,不同生源地的视障生外生动机得分(P=0.003)有统计学差异。(3)单变量分析中,视障生与视力正常生在自我效能感总分、一般自我效能感、学业自我效能感、自我调节效能感、学习动机总分方面均无统计学差异(P0.05),而内生动机得分有统计学差异(P=0.030)。多变量方差分析中,视障生和视力正常生在自我效能感方面无统计学差异(F=0.509,P=0.677),在学习动机方面有统计学差异(F=4.555,P=0.011)。(4)简单线性相关分析显示,视力障碍组与视力正常组自我效能感和学习动机均存在相关性,且具有统计学意义(视力障碍组:r=0.624,P0.001;视力正常组:r=0.555,P0.001);自我效能感和学习动机与学习成绩在两组均不存在相关性(P0.05)。典型相关分析显示,自我效能感与学习动机相关性为视力障碍组r=0.653(P0.001),视力正常组r=0.625(P0.001)。(5)路径分析表明,自我效能感对学习动机有影响,视障组标准化回归系数为0.637(P0.001),视力正常组标准化回归系数为0.544(P0.001);自我效能感、学习动机对考试平均成绩可能不产生影响(P0.05)。结论自我效能感与学习动机呈正相关关系,且视力障碍组相关性大于视力正常组;自我效能感、学习动机在两组间对学习成绩均无影响。
[Abstract]:The total number of different types of disabled people in China has reached 82 million 960 thousand, accounting for 6.34% of the total population, of which 12 million 330 thousand people have visual disabilities. One of the main channels of employment for 14.86%. visually impaired persons with the total number of disabled persons is health care massage in the medical industry. The study of the relationship between the self-efficacy of the visual impaired and the relationship between learning motivation and academic achievement is helpful. To understand the factors that affect the learning performance of the visually impaired students, so as to improve their professional skills and promote their employment. At present, the research at home and abroad is mainly focused on the self-efficacy of students with normal vision and the relationship between learning motivation and academic achievement. The effect of acupuncture and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and massage for students with visual impairment and normal vision, and the influence of learning motivation on academic achievement. Methods selected Henan massage and moxibustion and massage department of Henan, 10 classes of class 2014, 14 classes of class 2015, 134 students with visual impairment in 24 classes, and randomly selected classes and classes in various classes. All the subjects filled out the normal vision of visual impairment as the research object. All the subjects filled out the questionnaire. Using the IBM SPSS Statistics 21 and the IBM SPSS Amos 21 software for statistical analysis. For qualitative variables, the frequency or frequency description was used, and the group was compared with the chi 2 test, among which the non parametric test was used for the grade data; for quantitative variables, By means of mean mean standard deviation (?), t test or multivariate analysis of variance was used in groups. Simple linear correlation analysis, canonical correlation analysis, and path analysis were used to explore the relationship between self-efficacy and learning motivation and academic achievement. Results (1) in the survey population, visual impairment and normal father's father's education (Z=-3.216, P=0.001), mother There were statistical differences in the distribution of Z=-3.784, P0.001 and Z=-4.745 (P0.001). (2) there was no statistical difference in the total score, general self-efficacy, academic self-efficacy, and self-regulated sense of self-efficacy (P0.05) in different grades, sex, birthplace, and visual barrier (P0.05). There was no statistical difference in learning motivation total score, endogenous motivation and exogenous motivation (P0.05), but the score of learning motivation (P=0.008), endogenous motivation (P=0.007) and exogenous motivation (P=0.049) in different grades of visually impaired students were statistically different. There were statistical differences in the external motivation score of visually impaired students (P=0.003) in different sources. (3) single change. In the quantitative analysis, the total score of self efficacy, general self-efficacy, academic self-efficacy, self-efficacy, and total score of motivation were not statistically different (P0.05), while the scores of endogenous motivation were statistically different (P=0.030). In the multivariable analysis of variance, visual impairment and normal vision were self effective. There was no statistical difference in energy (F=0.509, P=0.677), and there were statistical differences in learning motivation (F=4.555, P=0.011). (4) simple linear correlation analysis showed that the visual impairment group was related to the self-efficacy and learning motivation of the normal visual acuity group, and had the significance of unified planning (visual impairment group: r=0.624, P0.001; normal vision group: r=0.55). 5, P0.001); there was no correlation between self-efficacy and learning motivation and learning achievement in the two groups (P0.05). Canonical correlation analysis showed that the correlation between self-efficacy and learning motivation was r=0.653 (P0.001) in visual impairment group and r=0.625 (P0.001) in normal vision group. (5) path analysis showed that self efficacy had an influence on learning motivation and the standard of visual impairment group. The normalized regression coefficient was 0.637 (P0.001), the normalized regression coefficient of the normal visual acuity group was 0.544 (P0.001); the self-efficacy and the learning motivation had no effect on the test average (P0.05). Conclusion the self-efficacy was positively correlated with the learning motivation, and the correlation of visual impairment group was greater than that of the normal vision group; the self-efficacy and the learning motivation were in the group. The two groups had no effect on the academic performance.
【学位授予单位】：郑州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442;R-4

【参考文献】