摘要
为考察高中生学习效能感在班级环境与学习动机间的中介效应,采用学习动机、学习效能感和班级环境问卷调查403名高中生。结果表明:(1)女生威信动机高于男生;男生学习效能感高于女生;师生关系一年级好于二年级,女生好于男生;(2)学习动机与师生关系、竞争、基本能力感和控制感正相关;基本能力感与秩序纪律负相关,与同学关系和控制感正相关;控制感除学习压力外,与班级环境其他维度正相关。(3)基本能力感在秩序纪律和学习动机间具有中介作用,控制感在竞争和学习动机间具有中介效应。高中生学习动机的激发与维持的关键是提高学生的学习效能感,适当的竞争环境与相对民主、自由的班级氛围有利于学生学习效能感的提高。
This study aims to probe into the mediating effect of senior high school students＇ perceived academic self-efficacy on their classroom environment and learning motivation,by using questionnaires to test 403 senior high school students.The results are listed as follows：（1） Girls score higher in prestige motivation than boys,whose learning efficacy is higher than girls＇;the teacher-student relationship in Grade One is better than that in Grade Two,and the girls have a better relationship with their teachers than the boys.（2） Learning motivation is positively correlated with the teacher-student relationship,competition,perceived basic ability,and the sense of control;perceived basic ability is negatively correlated with order and discipline,but positively correlated with the relationship between classmates and the sense of control;the sense of control is positively correlated with the factors of the classroom environment,excluding the factor of learning pressure.（3） Perceived basic ability serves as a mediator between order or discipline and learning motivation,while the sense of control serves as a mediator between competition and learning motivation.It is concluded that in order to arouse and maintain the learning motivation of senior high school students,it is crucial to improve their perceived academic self-efficacy,and that a proper competitive environment,as well as a free and democratic classroom environment,helps raise the students＇ perceived academic self-efficacy.
出处
《中国特殊教育》
CSSCI
北大核心
2011年第6期72-77,共6页
Chinese Journal of Special Education
基金
国家自然科学基金项目(项目号:30870778)
湖北省教育科学"十一五"规划立项课题(项目号:2008B002)
湖北省教育厅人文社会科学研究项目(项目号:2010b007)
关键词
高中生
学习动机
学习效能感
班级环境
中介效应
senior high school students learning motivation perceived academic self-efficacyclassroom environment mediating effect
