中学生学习价值怀疑自我效能和学业自我妨碍关系(1)
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【摘要】 目的 了解中学生学习价值感怀疑、自我效能和学业自我妨碍之间的关系，为改善中学生学习态度提供依据。方法 采用学习价值怀疑量表、自我效能综合量表和学业自我妨碍量表，对河南省5所中学的913名中学生进行问卷调查。结果 学习价值怀疑和学业自我妨碍呈显著正相关(r=0.385，P<0.01)，自我效能感综合量表3个分量表及总分和学业自我妨碍之间均呈显著负相关(P值均<0.01)。学习价值怀疑对学业自我妨碍有正向预测作用，自我效能对学业自我妨碍有负向预测作用。学习价值怀疑、自我效能均直接影响学业自我妨碍，同时学习价值怀疑通过自我效能间接影响了学业自我妨碍。结论 中学生学习价值感、自我效能和学业自我妨碍之间关系密切，进行学习价值观教育和提高自我效能对于降低学业自我妨碍可能有一定作用。
【关键词】 学习；自我评价(心理学)；精神卫生；回归分析；学生
【中图分类号】 R 395.6 G 442 【文献标识码】 A 【文章编号】 1000-9817(2010)10-1183-02
Relationship Among Learning Value Suspicion, Self-efficacy and Academic Self-handicapping of Middle School Students/LIANG Jiu-qing, WANG Shu-min. Department of Psychology, Capital Normal University, Beijing(100048), China
【Abstract】 Objective To investigate the relations among learning value suspicion, self-efficacy and academic self-handicapping of middle school students. Methods Nine hundred and thirteen students who came from five middle schools in Henan province participated in the research and they finished learning value suspicion scale, self-efficacy scale and self-handicapping scale. Results There was significant positive relationship between leaning value suspicion and self-handicapping and there were significant negative relationships between general and sub self-efficacy scale and self-handicapping. Learning value suspicion was significantly positive predicator of academic self-handicapping, and self-efficacy was negative predicator of academic self-handicapping. The further path analysis indicated that learning value suspicion had direct effect on academic self-handicapping. At the same time, learning value suspicion had an indirect influence on academic self-handicapping by affecting self-efficacy. Conclusion There is close relationship between learning value, self-efficacy and academic self-handicapping of middle school student. In order to decrease academic self-handicapping, students can be cultivated with positive learning value and their self-efficacy should be improved.
【Key words】 Learning; Self assessment(psychology); Mental health; Regression analysis; Students
在学校及课堂这种典型的能力评价情境中，学生为回避可能出现的消极情感结果也会有意识地采取降低或放弃努力的行为，这就是学业自我妨碍(academic self-handicapping)[1-2]。Urdan和 Midgey认为，学生在学校和班级里不断地面对任务和情景，在这些任务和情景中他们的能力显示给他人，并且他们的表现会导致一些结果[3] ......
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