初中生班级环境与学业求助的关系:学业自我效能感的中介作用

Relationship between Class Environment and Academic Help-Seeking of Middle School Students: The Mediating Role of Academic Self-Efficacy

本研究主要探讨初中生班级环境、学业自我效能感和学业求助的关系。采用问卷法对河南省新乡市某中学767名初中生进行调查。结果发现:1) 工具性求助(18.09 &#177;4.40)和回避性求助(8.44 &#177;3.48)在年级上存在显著差异(F = 4.15, p < 0.05);2) 除同伴关系、秩序和纪律外,班级环境各维度与学业自我效能感、学业求助行为之间相关性显著(r = −0.37~0.74, p < 0.05);3) 班级环境中的师生关系、竞争两个维度可以直接预测初中生的学业求助,同时学业自我效能感在这其中起完全中介作用。本研究结果有助于理解班级环境、学业自我效能感对学业求助的影响,同时也为培养学生积极有益的学业求助行为提供有效的策略。

This study mainly discusses the relationship between junior high school students’ class environ-ment, academic self-efficacy and academic help-seeking. Questionnaire was used to investigate 767 junior middle school students in a middle school in Xinxiang, Henan. The results showed that: 1) There was a significant difference between instrumental help-seeking (18.09 &#177;4.40) and avoidance help-seeking (8.44 &#177;3.48) in grade (F = 4.15, p < 0.05);2) In addition to peer relationship, order and discipline, the dimensions of class environment are significantly correlated with academic self-efficacy and academic help-seeking (r = −0.37~0.74, p < 0.05);3) The two dimensions of teacher-student relationship and competition in the class environment can directly predict junior high school students’ academic help-seeking, and academic self-efficacy plays a complete mediating role in it. The results are helpful to understand the influence of class environment on academic help-seeking behavior of junior middle school students and the mechanism, and have some enlightenment on promoting junior middle school students’ learning status.