初中学生学业求助及其相关影响因素

Academic help-seeking and its influencing factors in junior school students

目的:从个体和文化因素两个方面考查初中学生的学业求助特点。方法:于2005-04-18/04-25在湖南省衡阳市一所普通中学的初二学生中随机抽取学生180人作为被试进行问卷调查评估,采用的量表包括自我效能量表、对中国求助格言认同量表、对他人评价敏感性量表和学业求助行为量表,同时抽调期中数学考试成绩。自我效能量表由12个条目组成,得分越高,表明自我效能水平越高。对中国求助格言认同量表由5个条目组成,得分越高,说明越认同求助格言。对他人评价敏感性量表包括9个条目,得分越高,说明越在意他人的评价。学业求助行为量表由14个条目组成,其中工具性求助4题,执行性求助4题,回避求助6题,在某类求助行为上得分越高,表明倾向于作该类求助。结果:发放问卷180份,收回合格问卷172份,有效率95.6%。①自我效能、学习成绩与工具性求助呈正相关(r=0.586,P<0.01;r=0.499,P<0.01),与回避求助呈负相关(r=-0.491,P<0.01;r=-0.111,P<0.01);认同中国求助格言的学生更愿意作工具性求助(r=0.264,P<0.01),对他人评价敏感的学生倾向于回避求助(r=0.431,P<0.01)。②性别差异对学生的学业求助有显著影响,女学生比男学生更倾向于作工具性求助(r=0.287,P<0.01)。结论:自我效能感、求助格言的认同、数学成绩、性别是影响工具性求助的重要因素。求助格言认同、自我效能感、性别对执行性求助有重要影响。对他人评价敏感性、自我效能感对回避求助有重要影响。

AIM： To study the characteristics of academic help-seeking of junior school students from individual cognitions and culture. METHODS： A total of 180 junior school students from Grade 2 of one common junior school of Hengyang, Hunan Province from 18^th to 25^th April 2005 were randomly selected and assessed with Self-efficacy Scale, Conformed to Chinese Help-seeking Proverbs Scale, Sensitive to Others＇ Evaluation Scale, and Academic Help-seeking Scale. Self-efficacy Scale was composed of 12 items, and the higher the marks, the higher efficacy of the subject. Conformed to Chinese Help-seeking Proverbs Scale was composed of 5 items, and the higher the score, the more increasingly the subject conformed to. Sensitive to Others＇ Evaluation Scale was composed of 9 items, and the higher the score, the more sensitive the subject. Academic Helpseeking Scale was composed of 14 items, including 4 items of instrumental help-seeking scale, 4 items of executive help-seeking scale, 6 items of avoidance of help-seeking scale. The higher the marks in certain help seeking, the more the subject apt to conduct it. RESULTS： Totally 180 questionnaires were sent out, and 172 valid ones were recollected accounted for 95.6%. ①self-efficacy was positively related to instrumental help-seeking and academic achievement （r=0.586, P 〈 0.01; r=0.499, P 〈 0.01）, but negatively related to avoidance of help-seeking （r=-0.491, P 〈 0.01; r=-0.111, P 〈 0.01）; Students who conformed to Chinese help-seeking proverbs were more likely to do instrumental help seeking （r=0.264, P 〈 0.01）. Students who were sensitive to others＇ evaluation were likely to avoid help seeking （r=0.431, P 〈 0.01）. ②Gender difference had a significant effect on academic help-seeking; Schoolgirls were more inclined to instrumental help seeking than schoolboys （r=0.287, P 〈 0.01）. CONCLUSION： Self-efficacy, conformed to help-seeking proverbs, academic achievement and gender are important influence factors for instrumental help seeking. Conformance of help-seeking proverbs, self-efficacy and gender have important influence on executive help seeking. Sensitivity to others＇ evaluation and self-efficacy have important influence on avoidance of help seeking.