本文選題：視障生 + 自我效能感��； 參考：《鄭州大學(xué)》2017年碩士論文

【摘要】：中國各種類型的殘疾人總數(shù)量達(dá)到了8296萬,占人口總數(shù)的6.34%,其中視力殘疾的有1233萬人,占到了殘疾人總數(shù)量的14.86%。視障者就業(yè)的主要渠道之一是醫(yī)療行業(yè)的保健推拿。研究視障生的自我效能感、學(xué)習(xí)動機(jī)與學(xué)習(xí)成績的關(guān)系,有助于了解影響視障生學(xué)習(xí)成績的因素,從而提升他們的職業(yè)技能、促進(jìn)其就業(yè)等。目前國內(nèi)外的研究主要集中在視力正常學(xué)生的自我效能感、學(xué)習(xí)動機(jī)與學(xué)習(xí)成績的關(guān)系,而針對視力障礙學(xué)生開展的相關(guān)研究鮮有報(bào)道。目的主要研究高等職業(yè)院校針灸推拿專業(yè)視力障礙學(xué)生及視力正常生的自我效能感、學(xué)習(xí)動機(jī)對學(xué)習(xí)成績的影響。方法選取河南推拿職業(yè)學(xué)院針灸推拿系,2014級10個(gè)教學(xué)班、2015級14個(gè)教學(xué)班,共24個(gè)教學(xué)班的134名視力障礙學(xué)生,以及在各班隨機(jī)抽取的與各班視障生等量的視力正常生為研究對象。所有研究對象均填寫調(diào)查問卷。運(yùn)用IBM SPSS Statistics 21.0和IBM SPSS Amos 21.0軟件進(jìn)行統(tǒng)計(jì)分析。對于定性變量,采用頻數(shù)或頻率描述,組間比較采用χ2檢驗(yàn),其中等級資料采用非參數(shù)檢驗(yàn);對于定量變量,采用均值±標(biāo)準(zhǔn)差(?±)描述,組間比較采用t檢驗(yàn)或多變量方差分析;采用簡單線性相關(guān)分析、典型相關(guān)分析、路徑分析來探索自我效能感、學(xué)習(xí)動機(jī)與學(xué)習(xí)成績之間的關(guān)系。結(jié)果(1)在調(diào)查人群中,視障生與正常生父親學(xué)歷(Z=-3.216,P=0.001)、母親學(xué)歷(Z=-3.784,P0.001)、家庭經(jīng)濟(jì)狀況(Z=-4.745,P0.001)的分布情況均有統(tǒng)計(jì)學(xué)差異。(2)不同年級、性別、生源地、視障成因的視障生的自我效能感總分、一般自我效能感、學(xué)業(yè)自我效能感、自我調(diào)節(jié)效能感均無統(tǒng)計(jì)學(xué)差異(P0.05);不同性別、視障成因的視障生在學(xué)習(xí)動機(jī)總分、內(nèi)生動機(jī)、外生動機(jī)方面無統(tǒng)計(jì)學(xué)差異(P0.05),而不同年級視障生的學(xué)習(xí)動機(jī)總分(P=0.008)、內(nèi)生動機(jī)(P=0.007)、外生動機(jī)(P=0.049)得分有統(tǒng)計(jì)學(xué)差異,不同生源地的視障生外生動機(jī)得分(P=0.003)有統(tǒng)計(jì)學(xué)差異。(3)單變量分析中,視障生與視力正常生在自我效能感總分、一般自我效能感、學(xué)業(yè)自我效能感、自我調(diào)節(jié)效能感、學(xué)習(xí)動機(jī)總分方面均無統(tǒng)計(jì)學(xué)差異(P0.05),而內(nèi)生動機(jī)得分有統(tǒng)計(jì)學(xué)差異(P=0.030)。多變量方差分析中,視障生和視力正常生在自我效能感方面無統(tǒng)計(jì)學(xué)差異(F=0.509,P=0.677),在學(xué)習(xí)動機(jī)方面有統(tǒng)計(jì)學(xué)差異(F=4.555,P=0.011)。(4)簡單線性相關(guān)分析顯示,視力障礙組與視力正常組自我效能感和學(xué)習(xí)動機(jī)均存在相關(guān)性,且具有統(tǒng)計(jì)學(xué)意義(視力障礙組:r=0.624,P0.001;視力正常組:r=0.555,P0.001);自我效能感和學(xué)習(xí)動機(jī)與學(xué)習(xí)成績在兩組均不存在相關(guān)性(P0.05)。典型相關(guān)分析顯示,自我效能感與學(xué)習(xí)動機(jī)相關(guān)性為視力障礙組r=0.653(P0.001),視力正常組r=0.625(P0.001)。(5)路徑分析表明,自我效能感對學(xué)習(xí)動機(jī)有影響,視障組標(biāo)準(zhǔn)化回歸系數(shù)為0.637(P0.001),視力正常組標(biāo)準(zhǔn)化回歸系數(shù)為0.544(P0.001);自我效能感、學(xué)習(xí)動機(jī)對考試平均成績可能不產(chǎn)生影響(P0.05)。結(jié)論自我效能感與學(xué)習(xí)動機(jī)呈正相關(guān)關(guān)系,且視力障礙組相關(guān)性大于視力正常組;自我效能感、學(xué)習(xí)動機(jī)在兩組間對學(xué)習(xí)成績均無影響。
[Abstract]:The total number of different types of disabled people in China has reached 82 million 960 thousand, accounting for 6.34% of the total population, of which 12 million 330 thousand people have visual disabilities. One of the main channels of employment for 14.86%. visually impaired persons with the total number of disabled persons is health care massage in the medical industry. The study of the relationship between the self-efficacy of the visual impaired and the relationship between learning motivation and academic achievement is helpful. To understand the factors that affect the learning performance of the visually impaired students, so as to improve their professional skills and promote their employment. At present, the research at home and abroad is mainly focused on the self-efficacy of students with normal vision and the relationship between learning motivation and academic achievement. The effect of acupuncture and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and moxibustion and massage for students with visual impairment and normal vision, and the influence of learning motivation on academic achievement. Methods selected Henan massage and moxibustion and massage department of Henan, 10 classes of class 2014, 14 classes of class 2015, 134 students with visual impairment in 24 classes, and randomly selected classes and classes in various classes. All the subjects filled out the normal vision of visual impairment as the research object. All the subjects filled out the questionnaire. Using the IBM SPSS Statistics 21 and the IBM SPSS Amos 21 software for statistical analysis. For qualitative variables, the frequency or frequency description was used, and the group was compared with the chi 2 test, among which the non parametric test was used for the grade data; for quantitative variables, By means of mean mean standard deviation (?), t test or multivariate analysis of variance was used in groups. Simple linear correlation analysis, canonical correlation analysis, and path analysis were used to explore the relationship between self-efficacy and learning motivation and academic achievement. Results (1) in the survey population, visual impairment and normal father's father's education (Z=-3.216, P=0.001), mother There were statistical differences in the distribution of Z=-3.784, P0.001 and Z=-4.745 (P0.001). (2) there was no statistical difference in the total score, general self-efficacy, academic self-efficacy, and self-regulated sense of self-efficacy (P0.05) in different grades, sex, birthplace, and visual barrier (P0.05). There was no statistical difference in learning motivation total score, endogenous motivation and exogenous motivation (P0.05), but the score of learning motivation (P=0.008), endogenous motivation (P=0.007) and exogenous motivation (P=0.049) in different grades of visually impaired students were statistically different. There were statistical differences in the external motivation score of visually impaired students (P=0.003) in different sources. (3) single change. In the quantitative analysis, the total score of self efficacy, general self-efficacy, academic self-efficacy, self-efficacy, and total score of motivation were not statistically different (P0.05), while the scores of endogenous motivation were statistically different (P=0.030). In the multivariable analysis of variance, visual impairment and normal vision were self effective. There was no statistical difference in energy (F=0.509, P=0.677), and there were statistical differences in learning motivation (F=4.555, P=0.011). (4) simple linear correlation analysis showed that the visual impairment group was related to the self-efficacy and learning motivation of the normal visual acuity group, and had the significance of unified planning (visual impairment group: r=0.624, P0.001; normal vision group: r=0.55). 5, P0.001); there was no correlation between self-efficacy and learning motivation and learning achievement in the two groups (P0.05). Canonical correlation analysis showed that the correlation between self-efficacy and learning motivation was r=0.653 (P0.001) in visual impairment group and r=0.625 (P0.001) in normal vision group. (5) path analysis showed that self efficacy had an influence on learning motivation and the standard of visual impairment group. The normalized regression coefficient was 0.637 (P0.001), the normalized regression coefficient of the normal visual acuity group was 0.544 (P0.001); the self-efficacy and the learning motivation had no effect on the test average (P0.05). Conclusion the self-efficacy was positively correlated with the learning motivation, and the correlation of visual impairment group was greater than that of the normal vision group; the self-efficacy and the learning motivation were in the group. The two groups had no effect on the academic performance.
【學(xué)位授予單位】：鄭州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G442;R-4

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本文編號：1994256