中职生自我控制能力、学业自我效能感、学业成绩的关系研究

发布时间：2018-03-28 00:38

本文选题：中职生　切入点：自我控制能力　出处：《河北师范大学》2017年硕士论文

【摘要】：中等职业教育是我国教育体系中重要的组成部分,是培养技术人才、应用型人才的重要途径,担负着培养数以亿计高素质劳动者的重要任务,是我国经济社会发展的重要基础,但是在目前中等职业教育发展现状中,中职生普遍存在厌学、学业成绩较低的现象,影响到了中职教育的质量。为进一步帮助中职生提高学业成绩,改善中职教育现状,本文试图探索影响中职生学业成绩的两因素自我控制能力和学业自我效能感的现状,以及探索自我控制能力、学业自我效能感和学业成绩三者之间的关系,以找到帮助中职生提高学业成绩的方法,改善职业教育现状。自我控制能力是个体根据社会标准以及自己的意愿,管理并约束自我认知、情感和行为的能力。学业自我效能感是个体对成功完成学习任务所具有能力的信心和判断。本研究通过王红娇、卢家楣编制的《中学生自我控制能力问卷》和梁宇颂、周宗奎编制的《学业自我效能感问卷》,对安阳市610名中职生的自我控制能力、学业自我效能感和学业成绩现状进行了调查,并通过SPSS软件进行T检验、方差分析、相关分析、回归分析后研究发现:(1)中职生自我控制能力三个因子差异显著,其中行为自控因子显著高于情绪自控因子和思维自控因子;在行为自控因子、思维自控因子和自我控制总分上,高二年级学生显著高于高一年级学生,而在情绪自控因子上,两个年级没有显著差异;在行为自控因子上,女生显著高于男生,而在情绪自控因子、思维自控因子和自我控制总分上,男生和女生没有显著差异;在自我控制能力所有因子和总分上,独生与非独生学生都没有显著差异;在行为自控因子和总分上,班干部显著高于非班干部,在情绪自控因子和思维自控因素上,两类学生没有显著差异。(2)中职生学业自我效能感两因子中,学习能力效能因子高于学习行为效能因子,差异显著;在学习能力效能因子、学习行为效能因子和学业自我效能总分上,高二年级学生均显著高于高一年级学生;在学业自我效能总分上,女生显著高于男生,而在学习能力效能因子和学习行为效能因子上,男生和女生没有显著差异;在学习能力效能因子和总分上,独生子女显著高于非独生子女;在学习能力效能因子和总分上,班干部显著高于非班干部,在学习行为效能因子上,两类学生没有显著差异。(3)自我控制能力各因子(情绪自控因子、行为自控因子、思维自控因子)及总分与学业自我效能感各因子(学习能力效能因子、学习行为效能因子)及总分和学业成绩,三者均存在显著正相关。(4)自我控制能力能够有效预测学业成绩,学业自我效能感在自我控制能力和学业成绩之间存在显著的中介作用。
[Abstract]:Secondary vocational education is an important part of China's educational system, an important way to train technical and applied talents, an important task of training hundreds of millions of high-quality workers, and an important foundation for the economic and social development of our country. However, in the current development of secondary vocational education, secondary vocational students are generally tired of school, and their academic achievements are low, which affects the quality of secondary vocational education. In order to further help the secondary vocational students to improve their academic performance and improve the status quo of secondary vocational education, This paper attempts to explore the current situation of self-control ability and academic self-efficacy of secondary vocational school students, as well as the relationship among self-control ability, academic self-efficacy and academic achievement. In order to find ways to help secondary vocational students improve their academic performance and improve the status quo of vocational education, self-control is the ability of individuals to manage and restrain their self-cognition according to social standards and their own wishes. The ability of emotion and behavior. Academic self-efficacy is an individual's confidence and judgement in the ability to successfully complete a learning task. This study was conducted through the questionnaire on Self-control of Middle School students, compiled by Wang Hongjiao and Lu Jia-mei, and Liang Yu-song. Zhou Zongkui's questionnaire on academic Self-efficacy, investigated 610 secondary vocational students' self-control ability, academic self-efficacy and academic achievement in Anyang City, and carried out T-test, ANOVA and correlation analysis through SPSS software. The results of regression analysis showed that there were significant differences among the three factors of self-control ability of secondary vocational school students, among which behavioral self-control factor was significantly higher than emotion self-control factor and thought self-control factor, and the behavioral self-control factor, thought self-control factor and total self-control score were significantly higher than those of behavioral self-control factor and thought self-control factor. However, there was no significant difference between the two grades in emotional self-control factors, while in behavioral self-control factors, female students were significantly higher than boys, while in emotional self-control factors, there was no significant difference between the two grades. There was no significant difference between boys and girls in the total scores of self-control and self-control; in all the factors and total scores of self-control, there was no significant difference between the single and non-only students; and in the behavioral self-control, there was no significant difference between boys and girls. Class cadres were significantly higher than non-class cadres. There was no significant difference between the two types of students in emotional self-control factor and thinking self-control factor. 2) among the two factors of secondary vocational students' academic self-efficacy, the learning ability efficacy factor was higher than the learning behavior efficacy factor. The difference was significant; the scores of learning ability efficacy, learning behavior efficacy and academic self-efficacy were significantly higher in senior two than those in grade one, and in total score of academic self-efficacy, girls were significantly higher than boys. However, there was no significant difference between boys and girls in learning ability efficacy factor and learning behavior efficacy factor; in learning ability efficacy factor and total score, the only child was significantly higher than that of non-only child; in learning ability efficiency factor and total score, there was no significant difference between male and female. Class cadres were significantly higher than non-class cadres. There was no significant difference between the two types of students in learning behavior efficacy factors (emotional self-control factor, behavioral self-control factor). The self-control factor of thinking and the total score were positively correlated with each factor of academic self-efficacy (learning ability efficacy factor, learning behavior efficiency factor), total score and academic achievement, and the self-control ability could effectively predict academic achievement. Academic self-efficacy has a significant mediating effect between self-control and academic achievement.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B848

【相似文献】