学业情绪影响学业自我效能感的研究——以学前教育专业本科生为例

Study on the Influence of Academic Emotion on Academic Self-efficacy——Taking Undergraduate Students Majoring in Preschool Education as An Example

文章探究学前教育专业学生的学业情绪对学业自我效能感的影响,采用问卷法对240名学前教育专业本科生(含10名男生)的学业情绪和学业自我效能感进行调查分析。研究表明:(1)学生的积极或消极学业情绪在户籍和年级上差异显著,其中消极学业情绪在不同录取途径上差异极显著;(2)学业自我效能感的两个维度在年级之间差异极显著,而学习行为自我效能感在不同录取途径上有显著统计学差异;(3)积极或消极学业情绪均显著正相关于学业自我效能感。相关部门应依据上述“差异性”,对不同性别的学生,有针对性地进行学业引导和心理疏导。

To explore the influence of academic emotion on academic self-efficacy of preschool education major students,a total of 240 undergraduate students majoring in preschool education(including 10 male students)were investigated on their academic emotions and academic self-efficacy by questionnaire.The results showed that:(1)Positive or negative academic emotions of the students differed significantly in terms of their census register and grades.Also,the negative academic emotions varied remarkably due to different admission ways of the students;(2)Two dimensions of the academic self-efficacy were significantly different between their grades,while the learning behavior self-efficacy exhibited significant statistical difference due to their different admission ways;(3)the positive or negative academic emotion was positively correlated with the academic self-efficacy.Thus,for different genders,educators should improve their academic guidance and psychological counseling to these students.