初中生父母教养方式与学业自我效能感的关系研究

【作者】 王旭；

【导师】 夏锡梅；

【作者基本信息】 青岛大学 ， 教育管理（专业学位）， 2019， 硕士

【摘要】 学业自我效能感是一种学生对自己在学业活动上的能力判断和自我预期。涉及学生自评其能力是否足够支持完成某项学业任务和能否选择正确有效的路径进行某项学习行为等方面。作为一项内部动机,学业自我效能感不仅会对学生的学习成绩产生影响,而且会影响学生未来对自我的认知判断甚至是人生态度等诸多方面。随着近些年来我们国家经济建设发展水平的不断提升,家庭教育作为学生自出生以来接触的第一个教育环境,越来越多的受到家庭、学校、社会、教育研究机构的关注。本研究从家庭教育中的父母教养方式入手,探究父母教养方式与学生学业自我效能感的关系。研究采用由岳冬梅修订的《父母教养方式评价量表》和梁宇颂修订的《学业自我效能感量表》,抽取了辽宁省鞍山市某县级中学的230名初中生样本进行问卷调查。本研究通过调查法和访谈法,采用独立样本T检验、单因素方差分析、相关分析等统计方法,了解目前初中生父母教养方式的类型现状;考察学生学业自我效能感的自我评价水平;探究性别和年级因素对父母教养方式的评价、学业自我效能感的认知是否会有显著影响;以及对父母教养方式与学业自我效能感的关系进行探究。研究结果如下:(一)初中生父母教养方式在“父亲情感温暖、理解”“母亲过分干涉、过度保护”存在较大差异;(二)男生在“父亲惩罚、严厉”因子上显著高于女生评价得分。女生在“母亲情感温暖、理解”“母亲过分干涉、过度保护”“母亲拒绝、否认”因子上的评价得分显著的高于男生。(三)初一学生和初三学生在“父亲情感温暖、理解”“母亲过分干涉、过度保护”因子的评分显著高于初二学生评分。初一学生在“父亲过分干涉”“父亲拒绝、否认”因子上的评分显著高于初二和初三的学生评分;(四)目前初中生学业自我效能感的发展水平总体较高;学习能力效能感的发展水平要高于学习行为效能感的发展水平;(五)男生在学习能力自我效能感的自评得分显著高于女生;(六)初三学生的学业自我效能感水平及其两因子水平均显著低于初一和初二学生;(七)父母教养方式的积极类型因子与学生学业自我效能感及其各因子存在正相关;消极类型的教养方式因子中,除“父亲过度保护”与学业自我效能感及其各因子无显著相关外,其他因子多与学业自我效能感及其各因子存在负相关。再通过整理访谈记录,选取家庭氛围、父亲与母亲对子女教育的干预情况、教师对低学业自我效能感学生的处理方式三个切入点进行现状分析及寻求建议经验。最后,研究从家长、学校和学生三个方面给出了改进意见。(一)家长提升与孩子的陪伴质量;采用积极教养方式;对孩子成长进行多元化评价;尊重和帮助建立孩子的兴趣点。(二)学校教师重新重视起家访工作;帮助学生制定合理学习目标;重新树立“00后”的教师威信;重视初一过渡期及初三考试压力疏导。(三)学生正确认识评价自身,学会对学习结果正确归因;锻炼心理韧性,学会建立社会支持系统。更多还原

【Abstract】 Academic self-efficacy is a kind of ability of judgement and self-expectation of students on their activities.It involves their self-assessment ability is enough to support them to complete a certain academic task and whether they can choose the right and effective method to continue a certain learning behavior and so on.As an internal motivation,academic self-efficacy will not only affect student’s academic result,but also affect student’s future self-cognition and even their life attitude.With the continuous improvement of China’s economic construction and development in recent years,family education,as the first environment for students since birth,has attracted more and more attention from family,school,society and educational research institutions.Starting from the parenting style in family education,this study explores the relationship between parenting style and students’ academic self-efficacy.The study adopted the Family Parenting Style Evaluation Scale(EMBU)revised by Yue Dongmei and the Academic Self-efficacy scale revised by Liang Yusong.In this study,230 junior high school students from a county middle school in Anshan city,Liaoning province were selected for the questionnaire survey.The researchers used a questionnaire survey and interviewing method.Through investigation and interview,adopting the statistical approach of independent sample T test,signal factor analysis of variance,regression analysis discussed the relationship between the two.We are aim to understand the current status of parenting styles of junior high school students.To explore whether gender and grade factors have significant influence on the evaluation of parenting style and the cognition of academic self-efficacy.And the relationship between parenting and academic self-efficacy.The results of the study are as following:1.The parenting styles of junior high school students are quite different in two factors: fathers’ warm and understanding,mothers’ excessive interference and overprotection.2.The boys’ scores of the punishment and severity of the father were significantly higher than the girls’ scores.The girls’ scores significantly higher than the boys’ in the factors of the mothers’ warm and understanding,mothers’ over-interference and over-protection,mothers’ rejection and denial of mother.3.The scores of grade one students and grade three students were significantly higher than those of grade two student in the factors of the fathers’ emotional warmth and understanding,mothers’ excessive interference and overprotection.The scores of fathers’ interference and fathers’ rejection and denial were significantly higher than those of grade two and grade three.4.At present,the development level of junior high school students’ academic selfefficacy is generally high.The development level of learning ability efficacy is higher than that of learning behavior efficacy.5.The self-evaluation score of boys in learning ability and self-efficacy is significantly higher than that of girls.6.The level of academic self-efficacy and its two factors of students in grade three are significantly lower than those in grade one and grade two.7.Positive type factors of parental rearing style are positively correlated with students’ academic self-efficacy and their factors.Among the negative parenting style factors,except the factor of fathers’ overprotective has no significant correlation with academic selfefficacy and its factors,other factors are mostly negatively correlated with academic selfefficacy and its factors.Then,by sorting out the interview records,this paper selects three points to analyze the current situation and seek advice from the experience of atmosphere,father and mothers’ intervention in children’s education,and teachers’ treatment of students with low academic self-efficacy.Finally,the study gives suggestions from three aspects: parents,schools and students.1.Parents should improve the quality of company with their children;Adopt positive parenting style;Conduct diversified evaluation on children’s growth;Respect and help build your child’s interests.2.Teachers attach new importance to home-visiting;Help students to set reasonable learning goals;To re-establish the authority of “post-2000” teachers;Pay attention to transition period and the third exam pressure relief.3.Student should have a correct understanding and evaluation of themselves and learn to make correct attribution of learning results;Exercise mental toughness,learn to build a social support system.更多还原