学习自我效能感量表的编制与应用.pdf
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1、摘要自我效能感这一概念由美国著名心理学家Bandura在1977年提出*是指个 体对有效控制自己生活诸方面能力的知觉或信念e它是人类动因的中心机制,是人们行动的重要基础.人们接受并整合来自实践的掌握经验、替代性经验、言语说服以及在活动过程中的生理和情感状态等方面的效能信息,形成自我效 能感。自我效能感又通过影响个体的认知过程、动机过程、情感过程和选择过 程而调节人类活动。学习自我效能感是指个体的学业能力信念,是个体对控制 自己学习行为和学习成绩能力的一种主观判断,是自我效能感在学习领域内的 表现0学习自我效能感是学习成就的良好“预测器。学习自我效能感和归因、目标设置、学习兴趣、学习和考试焦虑、
2、自我调节这些重要的学习变量之间有 着非常密切的关系,学习自我效能感一方面直接影响学业成就,另一方面通过 影响这些变量对学业成就产生作用,因此学习自我效能感对学生的学习和一生 发展有着重要的意义.而目前,我国教育普遍忽视学生良好学习自我效能感的 培养,对学习自我效能感也缺乏深入的研究。鉴于学习自我效能感的重要作用 与我国学习自我效能感研究的现状,本研究以“学习自我效能感量表的编制与 应用”作为切入口展开对学习自我效能感的研究.本研究认为自我效能感的测 量和评估是自我效能感研究中的关键问题,它不仅反映了研究者对自我效能感 内涵、作用和结构的理解,也为进一步确定自我效能感同其他关联因素间的关 系奠定
3、了基础,更为我们了解个体效能感的水平提供了可能,因而本研究有重 要的理论意义与实践价值。本研究共分六个部分。对上述问题的探讨构成了本研究的第一部分“研究 概述”。这部分主要介绍了自我效能感与学习自我效能感的概念、作用和国内外 研究现状,提出“学习自我效能感量表的编制与应用”研究的目的、意义与研 究思路。第二部分为相关理论的探讨。要编制一个性能良好的测验要有坚实的理论 基础,编制量表的过程也是对相关理论迸行探讨的过程。这部分对与编制学习 自我效能量表相关的理论问题进行了一一探讨,从各相关理论中吸取合理的成 分,提出了学习自我效能感量表初步的理论框架,得出了编制学习自我效能感 量表的基本原则和基本
4、前提,为编制学习自我效能感量表作理论准备。第三部分为学习自我效能感量表的编制部分,这是本研究重点之所在*本 部分比较详细地描述了编制量表的全过程。首先是对学生和教师进行开放式问 卷调查,并把国外三份比较典型的学习自我效能感量表在我国中小学生中进行 了试用,在此基础上编制了第一稿“学习自我效能感量表、经试用后对量表迸 行修改,然后进行下一轮测试。经过四轮不断的框架探讨和反复的测题修改及 二轮验证性因素分析的结构验证,最后形成了“学习自我效能感量表二全量表 包括“基本能力感”、控制感”两个分量表:”基本能力感”又包括“良好学 习结果信念”、“目标达成感”、“天资感”、“积极的自我预期”、“自我 确
5、信五个分测验;控制感”则包括“自我怀疑感”、“易受干扰感”、“不 良环境感受:无能为力感:“努力感五个分溯验.对量表进行的各项 测量学指标的考察表明;该量表具有较高的信度和效度,有良好的鉴别力,测 题的各项指标也比较理想。第四部分为学习自我效能量表的应用,这在某种程度上也可以说是对量表 特性的进一步检验。运用已编制完成的量表在中小学生中蠲试得到的数据对学 习自我效能感的一些相关问题进行了分析和探讨,对量表的初步应用表明,学 生的学习自我效能感总体情况较好;学生的性别、年级、父母亲文化程度、父 母亲的职业都会对学习自我效能感产生影响;学习自我效能感量表对学习成绩 优良与不良的学生有i定的鉴别与诊
6、断作用;学习自我效能感能促迸学生学习 动机和学习策略的运用;该量表是I般的学习自我效能感量表,对学习成绩有 一定的预测作用。第五部分为讨论部分.对该量表的结构作进一步的分析,明确其内涵和实 质,并指出量表适用人群、使用方法,具有的优点与不足,为人们使用该量表 提供指导Q此外,研究还就学习自我效能感的培养策略和途径进行了讨论。第六部分为总结与展望.该部分还对本研究的不足进行探讨并提出自己后 续研究的设想。本研究对自我效能感和学习自我效能感有关“一般自我效能与特殊自我效 能的关系”、“自我效能与人格的关系”等众多相关理论问题提出了自己独特的 理论见解f在此基础上形成了有关学习自我效能独特的理论构想
7、“本研究在量 表编制中采用了被研究者自己称之为“步步逼进”的方法,在量表编制方法上 较之以往研究有一定的突破。本研究的最主要成果是由研究者编制的符合各方 面潴量学要求的“学习自我效能感量表二该量表不仅可以为开展学习自我效能 感的相关研究提供工具,更重要的是,该量表可以用于了解学生学习自我效能 感的水平。根据量表结果,可以对学生开展有针对性的学习指导、帮助学生建 立恰当而又积极的自我认知系统*关键词:自我效能感、学习自我效能感、学习自我效能感量表、量表编制、基 本能力感、控制感2AbstractThe conception Perceived Self-efficacy,was put forw
8、ard in 1977 by Bandura,the famous American psychologist.It refers to the individual perception and belief for effectively controlling such aspects as its own life.It is the central mechanism of human agency,and the important foundation of human behaviour.In accepting and integrating such efficacy in
9、formation as enactive mastery experiences,vicarious experiences,verbal persuasion,physiological and effective states occurring in the activities,people get their perceived self-efficacy.The perceived self-efficacy adjusts human behaviour by influencing the individual cognitive processes,motivational
10、 processes,affective processes and selection processes.Perceived academic self-efficacy means the individual belief of academic ability,the subjective judgement fbr controlling his or her own learning behaviour and academic achievements,and the performance of perceived self-efficacy in the realm of
11、learning.Perceived academic self-efficacy is the good predictive tool7 of academic achievements.Such important learning variables as perceived academic self-efficacy and attribution,goal setting,learning interests,learning and examination anxiety,self-regulate have very close relation.Perceived acad
12、emic selfefficacy directly influences the academic achievements on one hand,and also affects them by influencing the above variables on the other hand.Perceived academic self-efficacy,therefore,is of great significance fbr the students learning and their development of whole life.However,the trainin
13、g of students5 good perceived academic self-efficacy is often neglected in Chinas present education,and the related systematic research is also lacking.Regarding the significance of perceived academic seefficacy and the related researching situation,the dissertation taking the compilation and the ap
14、plication of perceived academic self-efficacy scale as the starting point,attempting to make a study on perceived academic self-efficacy.The study maintains that the measurement and the assessment of the perceived self-efficacy are the crucial aspects of the perceived selFefficacy research,which ref
15、lects the researchers understanding of the connotation,effect and structure of perceived selfefficacy.The study also maintains that the measurement and assessment establish the foundation for confirming the relationship of the perceived self-efficacy with other relative elements,and offer the possib
16、ility fbr us to find out the level of individual perceived efficacy.Therefore,the research has important theoretical significance and practical values.The research is divided into six parts.Part one the introduction of the research*explores the above topics.This part mainly introduces the conception
17、 and the effectiveness of perceived self-efficacy and perceived academic self-efficacy,and the researching situation both in China and other countries,put forward the aim,significance and researching idea of the study on the compilation and Application of Perceived Academic Self-efficacy Scale.Part
18、two is the approach to the relative theories.The solid theoretic foundation is necessary fbr compiling a functional scale,and the process of compiling the scale is also a process of exploring relative theories.This part explores the theoretic problems that are concerned with perceived academic self-
19、efficacy,and attempts to absorb the reasonable components from the relative theories,establishes the preliminary theoretic framework of perceived academic self-efficacy scale,and concludes the essential principles and premise,making the theoretic preparation fbr the designing of perceived academic s
20、elf-efficacy.Part three is about the compiling of perceived academic self-efficacy scale,and it is the 3keystone of the research.The part describes the whole process of scale compiling.First,based on open questionnaires for the students and teachers,and the application of three foreign scales of per
21、ceived academic self-efficacy in Chinas primary and secondary school students,the researcher designs the first perceived academic self-efficacy*.It is revised after the application,and applied for the next turn.After four turns of framework exploration and problems modification and two turns of stru
22、cture verification,the Perceived Academic Self-efficacy Scale is formulated.The scale contains the two subscales-perceived basic capability5 and perceived control.The perceived capability contains five aspects-conviction of good academic achievements,4perceived objectives achieving5,perceived talent
23、,active self-prediction and self-assurance.Perceived control contains 4 perceived seifdoubf,*perceived easily disturbing*,undesirable environmental fueling,perceived helplessness,and perceived effort.The textural research of the indicators in the scale shows that the scale has high reliability and v
24、alidity,and good discrimination,and the Indicators of each item are also ideal.Part four is the application of perceived academic self-efficacy.The researcher analyses and explores the problems related to perceived academic self-efficacy by using the data from the application of the scale.The prelim
25、inary application of the scale shows that the general perceived academic self-efficacy of the students is alt right;the gender,grade of the studente,and the education level and vocations of their parents all influence the perceived academic self-efficacy;perceived academic self-efficacy can also be
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- 学习 自我 效能 量表 编制 应用
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