摘要
目的:分析不同归因训练模式对高职院校学生自我效能感的影响。方法:从师范专科学校大一学生中随机抽取3个班级的学生作为研究对象,分别设置为实验1班(45名学生)、实验2班(43名学生)、参照班(44名学生),2个实验班分别采用学生自我归因模式、教师归因模式,参照班不应用任何干预,对比干预前后三组学生的自我效能感评分、对成功和失败的归因情况、学习成绩。结果:干预前,三个班级学生GSES评分对比无显著差异,(P>0.05);干预后,实验1班、实验2班GSES评分均明显高于参照班,对比差异显著,(P<0.05);实验1班GSES评分明显高于实验2班,对比差异显著,(P<0.05)。干预前,三个班级学生的成功归因倾向评分、失败归因倾向评分对比无显著差异,(P>0.05);干预后实验1班、实验2班将成功归因为能力的倾向评分显著高于参照班,将失败归因为努力的倾向评分显著高于参照班,其中实验1班的归因倾向评分明显高于实验2班,(P均<0.05)。三个班级学生干预前、干预后语文、数学、外语总成绩对比均无显著差异,(P>0.05)。结论:归因训练能够改善专科师范生的自我效能感、归因状况,其中学生自我归因训练模式更为有效,更应在教学中推广应用。
objective： to analyze the influence of different attributional training modes on students＇ self-efficacy in vocational colleges. Methods： from normal junior college freshman randomly selected three classes of students as the research object, were set toexperiment 1 class （45 students）, students （43）, 2 class （44）, two experimental classes with students attribution, teachers＇ attribution ofthemselves, control class should not be used any intervention, compared before and after the intervention of three groups of studentsself-efficacy scores, to the success and failure attribution, academic performance. Results： before intervention, there was no significantdifference in GSES scores between the three classes （P 〉 0.05）. After intervention, GSES scores of class 1 and class 2 of the experiment were significantly higher than those of the reference class, and the comparison difference was significant（P〈0.05） . The GSESscore of class 1 of the experiment was significantly higher than that of class 2 of the experiment, and the comparison difference wassignificant （P〈0.05）. Before the intervention, there was no significant difference between the scores of successful attributional tendenciesand failure attributional tendencies of the three classes（P〉0.05） . After the intervention experiment class 1, class 2 will success attributed to the ability of propensity score is significantly higher than control class, will fail because efforts of propensity score is significantly higher than control class, including1 experimental class attribution score significantly higher than that of the experimentalclass 2, （P〈0.05）. There was no significant difference in the total scores of Chinese, maths and foreign languages between the threeclasses before and after intervention （P〉0.05）. Conclusion： attributional training can improve students＇ self-efficacy and attributional status, among which students＇ self-attribution training mode is more effective and should be popularized in
出处
《高教学刊》
2018年第15期50-52,56,共4页
Journal of Higher Education
基金
茂名市2017年度哲学社会科学规划一般项目"沙盘游戏与青少年心理咨询应用研究"(编号:2017YB16)
关键词
归因训练
高职院校
学生自我效能感
attribution training
Vocational colleges
students＇ sense of self-efficacy
