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目的:探讨大学生社团活动与学业表现及自我效能感的关系。方法:于2016年11—12月对西交利物浦大学的501名大学生进行大学生社团活动与学业表现基本信息表以及自我效能感量表的调查,所有调查对象匿名完成测试。应用SPSS 19.0软件进行统计学分析。结果:(1)大学生社团活动与学业表现的关系:参加社团的学生与不参加社团的学生在学业表现上没有显著差异(U=23946.5,P=0.424),但是担任社团干部学生的学习成绩明显优于不担任社团干部学生的学习成绩(U=12636.5,P<0.05);(2)大学生社团活动、学业表现与自我效能感的关系:参加社团、担任社团干部学生的自我效能感显著高于未参加社团(t=-4.501,P<0.001)、不担任社团干部(t=-3.424,P=0.001)的学生。而学业上是否挂科对学生的一般自我效能感则没有显著影响(t=-1.053,P=0.293)。结论:参加社团活动大学生的自我效能感明显提高;在参加社团活动的大学生中担任社团干部的学生在学业表现方面明显优于不担任社团干部的学生。
Objective: To explore the relationship between college students’ social activities and academic performance and self-efficacy. Methods: From November to December in 2016, 501 undergraduates in XJTLU underwent a survey of basic information about the activities and academic performance of college students and self-efficacy scales. All the subjects completed the test anonymously. SPSS 19.0 software was used for statistical analysis. Results: (1) The relationship between college students’ social activities and academic performance: There was no significant difference in academic performance between students who participated in the society and students who did not participate in the society (U = 23946.5, P = 0.424) (U = 12636.5, P <0.05); (2) The relationship between college students’ social activities, academic performance and self-efficacy: The self-efficacy of participating in social clubs as the cadres of social groups was significantly higher than that of non-social cadres Participants (t = -4.501, P <0.001) did not serve as community cadres (t = -3.424, P = 0.001) students. However, there was no significant effect on academic self-efficacy (t = -1.053, P = 0.293). Conclusion: The self-efficacy of undergraduates who participated in community activities was significantly improved. Students who served as community cadres among college students who participated in community activities were significantly better at academic performance than those who did not serve as community cadres.