【作者】 刘敏；

【导师】 余林；

【作者基本信息】 西南大学 ， 发展与教育心理学， 2009， 硕士

【摘要】 对学业求助的关注源于把求助看作是有益于学生学习的一种重要的自我调控行为,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多方位的探讨。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。20世纪90年代,随着教育重心的转移,学业求助问题再次引起了国内外学者的高度重视。越来越多的中外学者一致认为,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,从成就目标定向和自我效能两个方面来综合考查学生的学业求助。目前研究较多是的Elliot的三分成就目标定向与学业求助的关系,但随着Pintcrih提出四维成就目标定向分类理论,认为掌握目标也可以划分为趋近定向和回避定向,四分理论与学业求助的关系就成为一个重要的研究取向。本研究将考查不同的目标定向与学业求助的关系。同时,自我效能感与学业求助关系的研究相对薄弱,且多集中于对学业自我效能的研究,研究结果也不太一致。本研究将自我效能感拓展至学业自我效能和社会自我效能,探讨其与学业求助的关系。本研究主要采用问卷调查法,对初中三个年级学生数学学习的学业求助现状、学业求助在人口学变量上的差异以及成就目标定向、自我效能与学业求助的关系进行了研究和探讨。本文得出的主要结论为:(1)学业求助行为的性别差异。男、女初中生在需要时,都可能积极主动地向老师或同学寻求工具性帮助。女生更倾向于工具性求助,男生较多的倾向于回避求助。(2)学业求助行为的年级差异。在执行性求助、回避求助和工具性求助-老师行为的选择上,三个年级的学生存在显著性差异。在执行性求助行为上,初三＞初一＞初二;在回避求助行为上,初三＞初二＞初一;在工具性求助-老师的选择上,初一＞初二＞初三。(3)求助行为的差异。学业优秀组更倾向于进行工具性求助,数学困难组更倾向于进行执行性求助和回避求助。(4)成就目标定向的差异。学业优秀生主要是掌握-趋近目标定向;学业一般生主要是成绩-趋近目标定向;数学困难生则主要是成绩-回避目标定向。(5)自我效能的差异。学业优秀生的自我效能最强,数学困难学生的自我效能最低。(6)成就目标定向与学业求助行为。成绩-回避对执行性求助有直接作用;成绩-回避、掌握-趋近对回避求助有直接的作用;掌握-回避对工具性求助-老师有直接作用;成绩-回避和成绩-趋近对工具性求助-同学有直接的作用。(7)自我效能与学业求助行为。本研究支持“脆弱假说”,即认为越是自我效能感的学生越容易感受到求助带来的对自尊的威胁,越会回避求助或者做执行性求助。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 and self-efficacy,so as to deepen the knowing of academic help-seeking.There are some researches about the relationship between Elliot’s three parts of achievement goal orientation and academic help-seeking.Then Pintcrih refer to four parts achievement goal orientation theory,who thought that performance goals also can be avoidance orientation and approach orientation.The present study adopted some self-designed scales confirmed by confirmatory factors analysis,and investigated how academic help-seeking was related to achievement goals and self-efficacy.The mostly conclusions are as follows:(1) Gender difference in academic help-seeking.When getting in academic problems, they are used adaptive help-seeking from teacters and classmaters.Girls more prone to seeking adaptive help,and boys more likely to adaptive avoidance of help-seeking.(2) Grade difference in academic help-seeking.There is a significant difference between executive help-seeking,avoidance of help-seeking and instrumental help-seeking from teacher.Grade one students most likely to seek help from teacher. However,junior grade three students are most likely to adaptive executive help-seeking or avoidance of help-seeking.(3) The difference in academic help-seeking.The high achievers are prone to seek instrumental help-seeking,and mathematical disability are most likely to seek executive help-seeking and avoidance of help-seeking.(4) The difference in goal orientation.The high achievers are prone to seek mastery-approach goals,the general achievers seek performance-approach goals,and mathematical disability are most likely to seek performance-approach goals.(5) The difference in self-efficacy.The high achievers have the highest self-efficacy, and mathematical disability have the lowest self-efficacy.(6) The relationship between academic help-seeking and goal orientation. Performance- avoidance influences executive help-seeking directly,Performance-avoidance and mastery-approach influences avoidance of help-seeking directly, mastery-avoidance goals influences instrumental help-seeking from teacher directly performance- avoidance goals and performance-approach goals influences instrumental help-seeking from classmate directly.(7) The relationship between academic help-seeking and self-efficacy.The results of this experiment support vulnerability hypothesis.The lower self-efficacy the student feel,the more they seek executive help-seeking or avoidance of help-seeking.更多还原