【作者】 唐芳贵；

【导师】 邓健；

【作者基本信息】 广西师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 从20世纪80年代开始，学业求助问题就成为西方教育学和心理学研究的一个重要课题，国外学者围绕着学业求助展开了全方位的探讨。大量的研究揭示了其中的一些现象和规律，但也留下了许多问题和空白。进入20世纪90年代，随着教育重心的转移，学业求助又成了人们关注的热点和焦点。越来越多的中外学者也一致认为，学业求助是学生在校学习和成功的一种重要的自我调控策略，把他人作为一种资源加以利用是个体调控社会环境以促进学业的一种重要能力。本研究试图在前人研究的基础上，从个体和文化因素两个方面来综合考查中国学生的学业求助，以揭示中国学生学业求助的动机特点和文化特色及其关系模式，为教育干预提供心理学的依据。本研究主要运用问卷调查法对初中二年级学生数学学习的学业求助进行了探索，所用自行设计量表的结构效度均进行了实证性因素分析，并采用路径分析的方法检验了成就目标、自我效能及文化因素与学业求助的关系。785名初二学生在正常上课时间填写了问卷。研究结果表明：学业求助态度（求助益处与求助代价）和求助行为（工具性求助、执行性求助和回避求助）与成就目标、自我效能和文化因素有关。（1）个人目标定向可以区分出学习目标，成绩目标—接近定向和成绩目标—回避定向。它们对学业求助的影响是不同的。只有学习目标定向的学生才倾向于做有利于学习的工具性求助。（2）向老师和同学做工具性求助的行为与学习目标呈显著正相关。（3）执行性求助和回避求助均与自我效能呈显著负相关，支持脆弱假说。（4）来自老师的求助代价和来自同学的求助代价均与回避定向和对他人评价的敏感性呈显著正相关。来自同学的求助代价和来自老师的求助代价还与自我效能呈显著负相关。（5）向老师和同学求助的益处与学习目标、接近定向、自我效能和对中国求助格言的认同呈显著正相关。成就目标、自我效能和文化因素对学业求助行为的影响是以学业求助态度为中介的。（1）学习目标、自我效能和对中国求助格言的认同对工具性求助的影响<WP=5>是以求助益处为中介的；自我效能对工具性求助的影响还以来自老师的求助代价为中介。（2）回避定向、自我效能和对他人评价的敏感性对执行性求助的影响是以来自同学的求助代价为中介的。自我效能和对中国求助格言的认同对执行性求助的影响还以求助益处为中介。（3）回避定向和自我效能对回避求助的影响是以来自老师及同学的求助代价为中介的。学习目标和自我效能对回避求助的影响是以求助益处为中介的。（4）接近定向与自我效能之间，性别与对中国求助格言的认同之间在预测求助益处时存在交互作用。本研究结合研究结果与课堂观察、访谈所得到的背景资料，讨论了成就目标、自我效能、文化因素、求助态度和求助行为的特点及其关系模式，提出了对学业求助实质的认识，并为中学教育教学提出了理论性和实践性的建议。更多还原

【Abstract】 Academic help-seeking has been one of the main research topics in the western researches of education and psychology since 1980s. Though a mount of data showed some of the related phenomena and laws, some contradictions and questions are still left. With the shift of educational foci, academic help-seeking has been prevailing in 1990s. Many scholars increasingly conform that academic help-seeking is a very important self-regulated learning strategy for students’ academic achievement and success in future, and that it is a significant capability that students regard others as utility resources. This present study attempts to clarify some of the contradictions and answer some of the questions by studying the relation between motivations, culture factors and academic help-seeking, so as to deepen the knowing of academic help-seeking and provide intervention with psychological basis.The present study adopted some self-designed scales confirmed by confirmatory factors analysis (CFA), and investigated how academic help-seeking was related to achievement goals, self-efficacy and culture factors in math classroom. A sample of 785 Chinese eighth graders were administered a questionnaire during normal class periods. The results showed that: Both academic help-seeking attitude (costs of help-seeking, benefits of help-seeking) and academic help-seeking behavior (instrumental help-seeking, executive help-seeking and avoidance of help-seeking) had significant relationship with the various dimensions of achievement goals, self-efficacy and culture factors. (1) Goals orientation could be divided into learning goals, performance-approach goals and performance-avoidance goals. These three kinds of goal orientation had different effect patterns on academic help-seeking. But only the students with learning goals would ask for instrumental help-seeking. (2) Instrumental help-seeking behavior was positively related to learning goals. (3) Executive help-seeking behavior and<WP=7>avoidance of help-seeking behavior were negatively related to self-efficacy, supporting the vulnerability hypothesis. (4) Costs of help-seeking from both teachers and classmates had significant negative correlations with performance-avoidance goals and sensitivity to others’ evaluation. They also had significant negative correlations with self-efficacy. (5) Benefits of help-seeking from both teachers and classmates had significant positive correlations with learning goals, performance-approach goals, self-efficacy and conformity to Chinese help-seeking proverbs. The effects of achievement goals, self-efficacy and culture factors on academic help-seeking behavior were mediated by academic help-seeking attitude. (1) The effects of learning goals, self-efficacy and conformity to Chinese help-seeking proverbs on instrumental help-seeking behavior were mediated by benefits of help-seeking. The effect of self-efficacy on instrumental help-seeking behavior was mediated by costs of help-seeking from teachers. (2) Costs of help-seeking from classmates partially mediated the effects of performance-approach goals, self-efficacy and sensitivity to others’ evaluation on executive help-seeking behavior. Benefits of help-seeking also partially mediated the effects of self-efficacy and conformity to Chinese help-seeking proverbs on executive help-seeking behavior. (3) Performance-avoidance goals and self-efficacy explained costs of help-seeking from both teachers and classmates, which in turn explained avoidance of help-seeking behavior. Learning goals and self-efficacy explained benefits of help-seeking, which in turn explained avoidance of help-seeking behavior. (4) There were interactions between performance-approach goals and self-efficacy, gender and conformity to Chinese help-seeking proverbs in the prediction of benefits of help-seeking.Combining with the data of classroom observations and interview, this study discussed the achievement goals, self-efficacy, culture factors, help-seeking attitude and help-seeking behavior and the model of their relation,更多还原