认知负荷视阈下的中学生学业负担与学业自我效能感的关系

发布时间：2019-04-04 15:22

【摘要】：目的探讨认知负荷视阈下的中学生学业负担与学业自我效能感的现状及其关系。方法采用中学生心理资源投入量表、学业自我效能感量表对1394名中学生进行调查。结果中学生学业负担与学业自我效能得分分别为(51.67±11.02)、(71.54±10.46);高中女生情绪资本与心理资源投入总分高于高中男生(t=3.72,2.94,P0.05);初中生认知资源投入高于高中生(t=5.17,P0.001),情绪资本投入低于高中生(t=-3.59,P0.001);女生学习能力自我效能感低于男生(t=-2.25,P0.05),初中生学业自我效能感高于高中生(t=4.61,P0.001);认知资源投入与自我效能感之间正相关(r值分别为0.13~0.17,P值均0.05),情绪资本投入及总分与其负相关(r值分别为-0.15~-0.26,P值均0.05);初中生认知资源、情绪资本投入与高中生情绪资本投入均可预测学业自我效能感(P0.001)。结论中学生认知负荷视阈下的学业负担与学业自我效能感均存在性别与年级差异;认知资源投入与情绪资本投入对学业自我效能感有重要影响。
[Abstract]:Objective to investigate the relationship between academic burden and academic self-efficacy in middle school students from the perspective of cognitive load. Methods 1394 middle school students were investigated with mental resource input scale and academic self-efficacy scale. Results the scores of academic burden and academic self-efficacy of middle school students were (51.67 卤11.02), (71.54 卤10.46), and the total score of emotional capital and psychological resource input of high school girls was higher than that of high school boys (t = 3.72, 2.94, P0.05). The cognitive resource investment of junior high school students was higher than that of senior high school students (t = 5.17, P 0.001), and the investment of emotional capital was lower than that of high school students (t = 3.59, P 0.001). The self-efficacy of learning ability of girls was lower than that of boys (t = 2.25, P0.05), and the sense of academic self-efficacy of junior high school students was higher than that of high school students (t = 4.61, P0.001). There was a positive correlation between cognitive resource investment and self-efficacy (r = 0.130.17, P = 0.05), and a negative correlation between emotional capital input and total score (r =-0.15 / 0.26, P = 0.05). Cognitive resources, emotional capital investment and high school students emotional capital investment can predict academic self-efficacy (P0.001). Conclusion there are gender and grade differences in academic burden and academic self-efficacy in middle school students under the visual threshold of cognitive load, and the input of cognitive resources and emotional capital have an important effect on the sense of academic self-efficacy.
【作者单位】：吉林师范大学教育科学学院;吉林师范大学心理研究所;吉林师范大学物理学院;
【基金】：2015年教育部人文社会科学规划基金项目“认知负荷视阈下的中小学生学业负担研究”(15YJA880056)
【分类号】：G442

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