本文關(guān)鍵詞： 知覺到的教師期望 學(xué)業(yè)自我效能感 學(xué)業(yè)成就 初中生　出處：《西南大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：教師期望作為重要的情感因素,是作用于學(xué)生發(fā)展的重要外部因素。學(xué)業(yè)自我效能感是調(diào)節(jié)學(xué)生學(xué)習(xí)動機,影響學(xué)生學(xué)習(xí)的重要內(nèi)部因素。根據(jù)以往研究表明,學(xué)生的學(xué)業(yè)成就受到多種因素的影響,是由學(xué)生內(nèi)部因素與外部因素共同作用而產(chǎn)生的學(xué)習(xí)成果。本研究將重點放在教師期望這一外部影響因素和學(xué)業(yè)自我效能感這一內(nèi)部影響因素兩方面,以心理發(fā)展特點較為鮮明的初中生作為研究對象,參考國內(nèi)外以往對于教師期望、學(xué)業(yè)自我效能感的研究,在前人已有研究的基礎(chǔ)上,借助教育學(xué)與心理學(xué)的相關(guān)理論,采用文獻法、問卷調(diào)查法和訪談法,研究學(xué)生知覺到的教師期望與學(xué)業(yè)自我效能感的現(xiàn)狀,并探討學(xué)生知覺到的教師期望、學(xué)業(yè)自我效能感與學(xué)生學(xué)業(yè)成就三者之間的相關(guān)關(guān)系。通過分析本次研究結(jié)果作為現(xiàn)實依據(jù),并結(jié)合相關(guān)理論基礎(chǔ),提出針對教學(xué)現(xiàn)實的建議與對策。本次研究以問卷調(diào)查法作為主要研究方法,對412名初中生進行調(diào)查,其中對于學(xué)生知覺到的教師期望的研究結(jié)果為:在學(xué)生知覺到的教學(xué)互動上,男生的得分顯著高于女生;在學(xué)生知覺到的教師支持、教學(xué)互動、學(xué)業(yè)反饋維度以及教師期望總體上,學(xué)生得分呈遞增趨勢,初三年級學(xué)生的得分顯著高于初一、初二年級學(xué)生;在學(xué)生知覺到的教師支持、學(xué)業(yè)反饋以及教師期望總體上,坐在前排位置的學(xué)生得分顯著高于坐在其他位置的學(xué)生;在學(xué)生知覺到的教師支持上,擔(dān)任班委的學(xué)生得分顯著高于沒有擔(dān)任班委的學(xué)生;在學(xué)生知覺到的教師支持、教學(xué)互動、學(xué)業(yè)反饋三個維度以及教師期望總體上,學(xué)習(xí)成績水平較高的學(xué)生的得分顯著高于學(xué)習(xí)成績水平較低的學(xué)生。對于學(xué)生學(xué)業(yè)自我效能感的研究結(jié)果為:在學(xué)習(xí)行為自我效能感以及學(xué)業(yè)自我效能感總體上,男生的得分顯著高于女生;在學(xué)習(xí)行為自我效能感以及學(xué)業(yè)自我效能感總體上,來自城鎮(zhèn)的學(xué)生的得分顯著高于來自農(nóng)村的學(xué)生;在學(xué)習(xí)能力自我效能感上,坐在前排的學(xué)生的得分僅顯著高于坐在中間的學(xué)生;在學(xué)習(xí)能力自我效能感、學(xué)習(xí)行為自我效能感兩個維度以及學(xué)業(yè)自我效能感總體上,學(xué)習(xí)成績水平較高的學(xué)生的得分顯著高于學(xué)習(xí)成績水平較低的學(xué)生。對于學(xué)生知覺到的教師期望、學(xué)業(yè)自我效能感與學(xué)業(yè)成就的關(guān)系研究結(jié)果為:學(xué)生知覺到的教師期望在三個維度以及總體上,與學(xué)業(yè)自我效能感的兩個維度以及總體呈顯著正相關(guān)關(guān)系;學(xué)生知覺到的教師期望在三個維度以及總體上,與學(xué)生學(xué)業(yè)成就呈顯著正相關(guān)關(guān)系;學(xué)業(yè)自我效能感的兩個維度以及總體上,與學(xué)生學(xué)業(yè)成就呈顯著正相關(guān)關(guān)系;學(xué)生知覺到的教師期望、學(xué)業(yè)自我效能感對學(xué)生學(xué)業(yè)成就具有預(yù)測作用,學(xué)生知覺到的教師期望可以直接影響學(xué)業(yè)成就,也可以通過影響學(xué)業(yè)自我效能感間接影響學(xué)業(yè)成就,學(xué)業(yè)自我效能感可以作為學(xué)生知覺到的教師期望與學(xué)業(yè)成就之間的中介變量。根據(jù)調(diào)查研究所得結(jié)論,并結(jié)合學(xué)生學(xué)習(xí)發(fā)展的要求與需要,提出以下教學(xué)建議:重視教師期望的生成與傳遞,使學(xué)生知覺到的教師期望更具積極性;重視學(xué)生學(xué)業(yè)自我效能感的培養(yǎng),激發(fā)學(xué)生學(xué)習(xí)主觀能動性;重視營造良好的師生關(guān)系,加強師生間的情感互融性。
[Abstract]:Teachers' expectations as the important affective factors, is an important factor for the development of external effects on the students. Academic self-efficacy is adjusting the students' learning motivation and influence important internal factors of students' learning. Based on previous research shows that student achievement is affected by many factors, the student's internal and external factors resulted from the interaction of the learning outcomes. This study will focus on the external factors of teachers' expectation and academic self-efficacy factors that influence the internal two aspects, with distinct characteristics of psychological development of junior high school students as the research object, reference to domestic and foreign teachers' expectations for the past research, academic self-efficacy, based on existing research with the help of theory, education and psychology, using the method of literature, questionnaire and interview research, the students perceived teacher expectancy and academic self Present situation of self-efficacy, and to explore the students' perception of teachers' expectation, the relationship between academic self-efficacy and academic achievement in three. Through the analysis of the results of this study as a practical basis, and combined with the relevant theoretical basis, puts forward some suggestions and Countermeasures for the teaching reality. This research mainly with the method of questionnaire as a method, we investigated 412 junior middle school students, the study of students' perception of teachers' expectation of the result is: the interactive teaching in the students' perception on the boys scored significantly higher than girls; the students perceived teacher support, interactive teaching, academic feedback dimensions and teachers' expectation on the whole, the students score increased trend, the third grade students scored significantly higher than grade one, grade two students; the students perceived teacher support, academic feedback and teachers' expectation on the whole, sitting in the front row position The students scored significantly higher than sitting in other locations in the students; students perceived teacher support, as class students scored significantly higher than the students in the class does not hold; students perceived teacher support, interactive teaching, academic feedback and the three dimensions of teacher expectations overall, higher levels of students' learning achievement the score was significantly higher than that of the low level of academic achievement of students. For the study of students' academic self-efficacy results: learning behavior self-efficacy and academic self-efficacy in general, boys scored significantly higher than girls; learning behavior self-efficacy and academic self-efficacy on the whole, the urban students scored significantly higher than students from rural areas; in terms of learning ability self-efficacy, sitting in front of the students scored significantly higher than just sitting in the middle of the students in learning ability; I self-efficacy, learning behavior self-efficacy and the two dimensions of academic self-efficacy and learning achievement in general, higher level students scored significantly higher than the low level of academic achievement of students. The students perceived teacher expectations, academic self-efficacy on the relationship between results and academic students perceived: Teachers' expectations in three dimensions and overall, and academic self-efficacy and the two dimensions of overall showed a significant positive correlation; students' perception of teachers' expectation in three dimensions and overall, and significantly positive correlation with students' academic achievement; the two dimensions of academic self-efficacy, on the whole, a a significant positive correlation with the academic achievement of students; students' perception of Teachers' expectation, academic self-efficacy can predict students' academic achievement, students' perception of teachers' expectation can be straight The influence of academic achievement, but also can be influenced by academic self-efficacy indirectly influence academic achievement, academic self-efficacy mediator between teachers' expectation and students' academic achievement can be perceived. According to the research conclusions, combined with the development of students' learning needs and requirements, put forward the following suggestions: generation and transfer of Teachers expected, the students' perception of teachers' expectation more actively; to foster students academic self-efficacy, stimulate students' learning initiative; the importance of building a good relationship between teachers and students, teachers and students to strengthen the emotion interaction.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G442

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