新一轮高考政策认知程度的影响因素研究——基于高中生自我效能感的中介效应分析

A Study on the Influencing Factors of High School Students’Cognition of the New College Entrance Examination policy:The Mediation Effect of Self-efficacy

高中生的新高考政策认知程度对于新一轮高考改革的落实及完善具有重要意义。研究基于社会认知理论,建立了高中生学业情绪、自我效能感和新高考政策认知的理论模型,以揭示相关因素对新高考政策认识的影响及作用机制。研究发现:(1)积极学业情绪正向影响新高考政策认知,消极学业情绪负向影响新高考政策认知;(2)积极学业情绪正向影响自我效能感,消极学业情绪负向影响自我效能感;(3)学生的自我效能感在学业情绪与新高考政策认知之间起到部分中介作用。由此建议:(1)重视从家长和教师两方面对学业情绪进行干预与引导;(2)以政策认知过程为导向,从价值和结果两方面提高政策认知度;(3)积极推进新高考改革政策落实,强化政策实施与普及。

The degree of high school students’perceptions of the new college entrance examination policy is important for the implementation and improvement of the new college entrance examination reform.Based on a social cognitive theory,the study developed a theoretical model of academic emotion,self-efficacy,and perceptions of the new college entrance examination policy among high school students to reveal the influence and mechanism of relevant factors on the perceptions of the new college entrance examination policy.It was found that:(1)positive academic emotions positively influenced the perceptions of the new college entrance examination policy,while negative academic emotions negatively influenced the perceptions of the new college entrance examination policy;(2)positive academic emotions positively influenced self-efficacy,while negative academic emotions negatively influenced self-efficacy;and(3)students’self-efficacy partially mediated the relationship between academic emotions and the perception of the new college entrance examination policy.Thus,it is suggested that:(1)intervention and guidance of academic emotions from both parents and teachers are emphasized;(2)the policy cognition process is oriented to improve the policy cognition in terms of both value and outcome;and(3)the implementation of the new college entrance examination reform policy is actively promoted and its implementation and popularization are strengthened.