自我效能感对师范生自主学习能力的影响

Influence of Self-efficacy on Self-learning Ability of Normal Students

结合国内外已有研究成果,提出多变量假设模型。通过构建结构方程模型对假设模型进行修正,研究发现,教师角色感知对师范生自主学习的直接影响甚微,教师角色感知通过自我意识和自我效能传递对师范生自主学习能力的间接影响效应趋于中小之间;自我意识对师范生自主学习能力的直接影响不显著,自我意识通过自我效能传递对师范生自主学习能力的间接影响趋于中等;自我效能感对师范生自主学习起至关重要的作用。研究结果对教师引导师范生进行自主学习有一定的启示。

Combined with the existing research results at home and abroad,a multivariate hypothesis model is proposed. By building on the assumption model,structural equation model study found that the direct role of teachers has little effect on normal students＇ perception of self-learning,teachers＇ role perception through self consciousness and self efficacy transfer indirect effects on normal students＇ self-learning ability tends to be small between. The direct influence of self-consciousness on self-regulated learning ability of normal students is not significant,and the indirect influence of self consciousness on self-regulated learning ability of normal students tends to be moderate. Self-efficacy plays an important role in autonomous learning of normal students. The research results have some enlightenment for teachers to guide normal students to study autonomously.