初中生排球垫球学习中不同目标设置对其自我效能及成绩影响的实验研究

发布时间：2018-04-02 22:23

本文选题：目标设置　切入点：初中生　出处：《首都体育学院》2017年硕士论文

【摘要】：为了考察初中生排球垫球学习中不同目标设置对其自我效能及成绩的影响,探讨其影响的内在机理和原因,本研究在梳理目标设置理论、自我效能感理论及其在体育教学中应用的基础上,运用文献法、专家访谈法、心理测量法、实验法、逻辑法及数理统计法等方法,深入探讨了初中生排球垫球学习中不同目标设置对其自我效能及成绩的影响,以期为提升初中生自我效能水平及提高初中排球垫球技术教学效果提供一定参考。本研究以不同目标设置对初中生自我效能及排球垫球成绩的影响为研究对象,以北京市第一六六中学初一年级的二、三、四、七班共80名志愿者为实验对象。其中,短期目标组20人、长期目标组19人、短长结合目标组20人及未设目标组21人。实验时间为12周,测试三次,即实验前、实验中期(6周)和实验后(12周)。实验前不同组别受试者的身体形态、身体素质及自我效能水平、排球自垫球成绩均未呈现显著性差异,受试对象同质性较好。经过6周和12周的教学实验,学生分别完成一般自我效能量表和排球自垫球测试,测试指标为自我效能水平、自垫球量化成绩和自垫球技评成绩。研究结果表明:(1)实验前后,初中生自我效能水平存在统计学上极显著性差异,并且随着实验时间延长,其自我效能水平提高幅度逐渐增大。短长结合目标组自我效能水平与短期目标组、长期目标组及未设目标组存在显著性差异,短期目标组与长期目标组、未设目标组则不存在显著性差异。短长结合目标组自我效能水平提高幅度最大,其他三组提高幅度的差异不明显。(2)实验前后,初中生自垫球量化成绩得到明显的提高,并存在统计学上的显著性差异。在实验中期,短期目标组、短长结合目标组的提高幅度却明显高于长期目标组和未设目标组。而在实验后期,短期组和长期组的总体增长幅度却相差不大,只有短长结合目标组在自垫球量化成绩上提高幅度较大。(3)实验前后,初中生自垫球技评成绩得到显著性提高,并存在统计学上的极显著性差异。短长结合目标组与短期目标组、未设目标组存在显著性差异,但与长期目标组不存在显著性差异。在提高幅度上,短长结合目标组占据明显优势,而短期目标组和未设目标组则相对落后。(4)鉴于不同目标设置对初中生自我效能、自垫球量化和技评成绩的影响,短期目标与长期目标相结合是提高初中生自我效能水平和自垫球成绩最有效的教学方法和手段。
[Abstract]:In order to investigate the influence of different goal setting on the self-efficacy and achievement of junior high school students in volleyball cushion learning, and to explore the internal mechanism and reason of its influence, this study is combing the theory of goal setting.Based on the theory of self-efficacy and its application in physical education, the methods of literature, expert interview, psychological measurement, experiment, logic and mathematical statistics are used.This paper probes into the influence of different goal setting on the self-efficacy and achievement of junior high school students in volleyball cushion learning in order to provide some reference for improving the self-efficacy level of junior high school students and improving the teaching effect of volleyball cushion technique in junior high school.In this study, the effects of different goal setting on junior high school students' self-efficacy and volleyball score were studied. 80 volunteers in Grade two, three, four and seven of Beijing No. 166 Middle School were selected as subjects.Among them, 20 in short term target group, 19 in long term goal group, 20 in short term target group and 21 in non target group.The experimental time was 12 weeks, three times, that is, before the experiment, in the middle of the experiment for 6 weeks) and 12 weeks after the experiment.Before the experiment, there was no significant difference in body shape, physical quality and self-efficacy level of subjects in different groups, and there was no significant difference in the scores of volleyball self-washers, and the subjects had better homogeneity.After 6 weeks and 12 weeks of teaching experiment, the students completed the general self-efficacy scale and volleyball self-cushion test respectively. The test indexes were self-efficacy level, self-cushion quantitative score and self-cushion skill evaluation score.The results showed that there was statistically significant difference in the level of self-efficacy of junior high school students before and after the experiment, and with the extension of experimental time, the increase of self-efficacy level increased gradually.There was significant difference in self-efficacy level between short-term and long-term goals group, long-term goal group and non-target group, but there was no significant difference between short-term goal group and long-term goal group, and non-target group.The self-efficacy level of the short-length combined target group was the largest, but the difference of the other three groups was not obvious. 2) before and after the experiment, the scores of self-gasket quantification of junior high school students were obviously improved, and there were statistically significant differences.In the middle of the experiment, the improvement of short-term target group and short-length combined target group was significantly higher than that of long-term target group and non-target group.However, in the late period of the experiment, there was no significant difference between the short-term group and the long-term group. Only in the short-length combined target group, the self-padding scores were improved significantly before and after the experiment, and the scores of self-padding were significantly improved before and after the experiment.And there is a statistically significant difference.There was significant difference between the short and long target group and the short term target group, but there was no significant difference between the short and long term target group and the long term target group.In order to improve the range, the short-length combined target group occupied a significant advantage, while the short-term goal group and the non-target group were relatively backward. (4) in view of the effect of different goal setting on junior high school students' self-efficacy, self-cushion quantification and technical evaluation results,The combination of short and long term goals is the most effective teaching method and means to improve junior high school students' self-efficacy and self-cushion scores.
【学位授予单位】：首都体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96

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