学习动机对小学教育专业大学生学习自我效能感的干预效果  

Intervention Effect of Learning Motivation on Learning Self-efficacyof College Students Majoring in Primary Education

作　　者：李楠 Li Nan(Xi’an Siyuan University,Xi’an 710038,China)

机构地区：[1]西安思源学院,西安710038

出　　处：《黑龙江科学》2023年第21期95-97,共3页Heilongjiang Science

摘　　要：为探讨学习动机对小学教育专业大学生学习自我效能感的干预效果,采用自我效能感量表与学习动机调查表对某高校小学教育专业大学生进行问卷调查。结果表明,高自我效能感的学生表现出更强的学习动机,女学生的自我效能感相对要高于男学生。从低学习自我效能感学生学习动机各维度看,任务导向动机与内在动机较为常见,合作动机在社会动机维度中占主导地位。通过前中后测设计,从30名低学习自我效能感学生中选出10名进行个案干预,发现干预措施对其学业自我效能感、教学自我效能感及总分产生积极影响,并在干预结束后同样保持了较高的水平,说明学习动机对提升小学教育专业大学生的学习自我效能感起到了重要的促进作用,有利于其在学业与教学实践方面的发展。In order to explore the effect of learning motivation on the intervention effect of the self-efficacy of primary school education majors,the study conducts questionnaire survey on primary school education majors in a university with Self-efficacy Scale and Learning Motivation Questionnaire.The results show that students with high self-efficacy have stronger motivation to study,and female students have higher self-efficacy than male students.From learning motivation of students with low learning self-efficacy,task-oriented motivation and intrinsic motivation are more common,and cooperative motivation dominates social motivation.Through the pre,middle and post test design,the study selects 10 students with low learning self-efficacy from 30 students for case intervention.It is found that the intervention positively influence their academic self-efficacy,teaching self-efficacy and total score,and also maintains a high level after the intervention.This indicates that learning motivation plays an important role in promoting the learning self-efficacy of primary education majors,which is conducive to their academic and teaching development.

关 键 词：学习动机 小学教育专业 大学生 学习自我效能感 学业自我效能感 教学自我效能感 目标导向动机 自主性动机 社会动机 

分 类 号：G442[哲学宗教—心理学]