师生互动对流动儿童学业自我效能感的影响研究

发布时间：2018-06-08 12:08

本文选题：流动儿童 + 学业自我效能感　；参考：《广西民族大学》2017年硕士论文

【摘要】：本研究关注流动儿童的师生互动现状,存在的不足以及其与学业自我效能感的关系。主要包括两个研究设计:研究1创新性地引入PPCT模型(生物生态学模型)作为理论基础分析变量间的关系。该模型中个人和环境变量无法直接作用于发展变量,而是通过影响最近过程从而间接影响发展变量。依据该理论,对439名四、五、六年级流动儿童进行了问卷调查;以师生互动、年级为自变量,以流动儿童学业自我效能感作为因变量,探究其变量之间的关系。主要研究结论有:1、在差异分析上,学业自我效能感在年级上、性别上存在显著差异,女生学业自我效能感显著高于男生,五年级学业自我效能感显著高于四年级学业自我效能感。2、在相关分析上,年级与师生互动之间存在显著的负相关,师生互动与学业自我效能感之间存在显著正相关。在回归分析上,发现年级(环境变量)和师生互动(最近过程变量)能够正向预测其自我效能感(发展变量)。研究1不仅发现师生互动和学业自我效能感存在显著的正相关关系,而且前者对后者具有显著的正向预测作用,良好的师生互动能有效促进学业自我效能感的发展。以此结论作为研究2的基础。研究2通过课堂观察记录、访谈分析对师生互动进行深入探究,发现随迁子女学校中课堂互动存在的问题。最后有针对性地提出建议,使流动儿童的学业自我效能感得到提高,以达到更快适应于新教育环境的目的。
[Abstract]:The present study focuses on the current situation of teacher-student interaction among migrant children and its relationship with academic self-efficacy. There are two main research designs: one is the innovative introduction of PPCT (Bio-ecological Model) as the theoretical basis to analyze the relationship between variables. In this model, the individual and environment variables can not directly affect the development variables, but indirectly affect the development variables by influencing the recent process. According to this theory, 439 floating children in grade 4, 5 and 6 were investigated by questionnaire, and the relationship between them was explored with teacher-student interaction, grade as independent variable, and floating children's sense of academic self-efficacy as dependent variable. The main conclusions of the study are: 1. In the difference analysis, there are significant differences in academic self-efficacy in grade, gender, female students' academic self-efficacy is significantly higher than that of boys. Academic self-efficacy in grade five is significantly higher than that in grade four. In correlation analysis, there is a significant negative correlation between grade and teacher-student interaction, and a significant positive correlation between teacher-student interaction and academic self-efficacy. In regression analysis, it was found that grade (environmental variable) and teacher-student interaction (most recent process variable) could positively predict their self-efficacy (development variable). Study 1 not only found that there was a significant positive correlation between teacher-student interaction and academic self-efficacy, but also found that the former had a significant positive predictive effect on the latter, and good teacher-student interaction could effectively promote the development of academic self-efficacy. This conclusion is the basis of study 2. In study 2, through classroom observation record and interview analysis, the author deeply explored the interaction between teachers and students, and found the existing problems of classroom interaction in the children's school. Finally, some suggestions are put forward to improve the academic self-efficacy of migrant children so as to adapt to the new educational environment more quickly.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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