自我效能、价值、课堂环境及学习成绩与学业求助的关系

ACADEMIC HELP--SEEKING: ITS RELATION TO SELFEFFICACY, VALUE, CLASSROOM CONTEXTAND ACADEMIC ACHIEVEMENT

以１３５名初中二年级学生为被试，采用问卷法研究了自我效能、价值、课堂环境及学习成绩与学业求助的关系。结果表明：（１）自我效能与求助益处、工具性求助呈显著正相关关系；与求助代价、执行性求助和回避求助呈显著负相关关系；（２）价值与求助益处、工具性求助呈显著正相关关系；与求助代价、执行性求助和回避求助呈显著负相关关系；（３）支持求助的课堂环境与工具性求助呈显著正相关关系；与来自老师的威胁和回避求助呈显著负相关关系。抑制求助的课堂环境与求助代价、执行性求助、回避求助呈显著正相关关系；与求助益处、工具性求助呈显著负相关关系；（４）学习成绩与求助益处、工具性求助呈显著正相关关系；与求助代价、执行性求助和回避求助呈显著负相关关系；（５）自我效能、价值、课堂环境及学习成绩是影响学生求助态度的重要因素；（６）态度、价值、课堂环境及学习成绩对学生的求助行为有重要影响。

The present study investigated into the relationship between self--efficacy, value,classroom context academic achievement and academic help-seeking. One hundredand thirty--five eighth graders of a middle school responded to a questionnaire. Theresult showed that: (1) Self--efficacy was positively related to benefits of help-seekingand instrumental help--seeking, but negatively related to costs of help--seeking,executive help-seeking and avoidance of help--seeking. (2) Value was positively relatedto benefits of help--seeking and instrumental help--seeking, but negatively related tocosts of help--seeking, executive help--seeking and avoidance of help-seeking.(3) Aclassroom context which supported help--seeking was positively related to instrumentalhelp--seeking, but negatively related to threat from toachers and avoidance ofhelp-seeking; a classroom context which inhibited help--seeking was positively relatedto costs of help--Seeking, executive help--seeking and avoidance of help-seelking, butnegatively related to benefits of help--seeking and instrumental help--seeking. (4)Academic achievement was positively related to benefits of help-seeking andinstrumental help-seeking, but negatively related to costs of help--seeking, executivehelp--seeking and avoidance of help--seeking. (5) Self-efficacy, value, classroomcontext and academic achievement had important influence on help-seeking attitudes.(6) Attitudes, value, classroom context and academic achievement had importantinfluence on help--seeking behaviors.