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目的探讨不同班级环境高中生自我效能感的差异。方法采用整群随机抽样的方法,抽取芜湖市及明光市4所中学685名学生为被试,用一般自我效能感量表和我的班级问卷进行调查。结果 (1)方差检验显示,整体模式达显著水平(F=2.874,P=0.036),其中,性别在自我效能感上主效应显著(F=5.986,P=0.015),年级在自我效能感上的主效应亦显著(F=7.525,P=0.006),性别和年级的交互效应在自我效能感上显著(F=4.132,P=0.042)。(2)高中生的班级环境可以划分为团结进取型、一般型和自由散漫型3类。(3)不同班级环境高中生自我效能感差异有统计学意义(F=20.799,P<0.01)。结论班级环境为团结进取型的高中生自我效能感得分显著高于自由散漫型的高中生,但和一般型的高中生差异无统计学意义,自觉为自由散漫型的高中生自我效能感得分显著低于其他2类学生。
Objective To explore the differences of self-efficacy of high school students in different classes. Methods A total of 685 students from 4 secondary schools in Wuhu City and Mingguang City were recruited as the participants by random cluster sampling method. The general self-efficacy scale and my class questionnaire were used to investigate. Results (1) The variance test showed that the overall pattern reached a significant level (F = 2.874, P = 0.036). Among them, the main effect of gender on self-efficacy was significant (F = 5.986, P = 0.015) The main effect was also significant (F = 7.525, P = 0.006). The interaction effect of gender and grade was significant in self-efficacy (F = 4.132, P = 0.042). (2) The senior high school students’ class environment can be divided into 3 types: unity and aggressiveness, general type and free diffuse type. (3) The self-efficacy of high school students in different classes has significant difference (F = 20.799, P <0.01). Conclusion The self-efficacy scores of high school students who are united and aggressive in class environment are significantly higher than those of free and high school students, but there is no significant difference between high school students and general high school students. Self-efficacy is significantly higher Lower than the other two types of students.