内地西藏班(校)初中生自我效能感与学业成绩的关系  

The Relationship Between Self-efficacy and Academic Achievement of Junior High School Students in the Mainland Tibetan Class(School)

作　　者：冉苒[1] 黄玉峤[2] 于娟[3] 

机构地区：[1]江苏技术师范学院心理学系,江苏常州213001 [2]电子科技大学成都学院,四川成都611731 [3]江苏省常州西藏民族中学,江苏常州213001

出　　处：《江苏技术师范学院学报》2012年第1期78-83,共6页Journal of Jiangsu Teachers University of Technology

基　　金：江苏省教育科学"十一五"规划重点项目"内地西藏班(校)中学生的心理特点及对策研究"(项目编号:B-a/2008/01/004)

摘　　要：采用自我效能感综合量表对262名内地西藏班(校)初中生进行调查,探讨其自我效能感与学业成绩的关系。结果表明:多数学生的自我效能感均处于中等水平;一般自我效能感和学业自我效能感无显著性别差异,自我调节学习效能感存在显著性别差异;预科生的一般自我效能感最高,初一、初二学生的一般自我效能感无显著年级差异,预科至初二学生的学业自我效能感和自我调节学习效能感随年级升高而降低;学业自我效能感、自我调节学习效能感与学业成绩呈显著正相关。With the methods of self-efficacy comprehensive scale,a questionnaire survey was conducted among 262 Junior High School Students in the Mainland Tibetan Class（School） to explore the relationship between their self-efficacy and academic achievement.Results show that most students＇ self-efficacy is in the medium level;there is no significant sex disparity in general self-efficacy and academic self-efficacy,but there are significant gender differences in self-adjusting learning efficacy;General self-efficacy in preppie is supreme,while there is no obvious discrepancy between the junior one and junior two students in their general self-efficacy;academic self-efficacy and self-adjusting learning efficacy of preppie,junior one and two students decrease with higher grade;academic self-efficacy and self-adjusting learning efficacy show a significant positive correlation with academic achievement.

关 键 词：内地西藏班(校) 初中生 自我效能感 学业成绩 

分 类 号：B844.2[哲学宗教—发展与教育心理学]