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为探究中学生的自主感、成功感、同伴学习对考试焦虑的内在影响机制,对北京四所普通中学的767名中学生进行了相关问卷调查.结果 显示:自主感与考试焦虑呈正相关,成功感与考试焦虑呈负相关,同伴学习与考试焦虑呈显著正相关.同时,自主感、成功感与同伴学习之间呈显著正相关;自主感和同伴学习对考试焦虑呈显著正向预测,成功感对考试焦虑呈显著负向预测;同伴学习呈现出对自主感、成功感与考试焦虑之间关联的强化作用.中学生的考试焦虑可以通过提升成功感来加以平衡,但同时发展不均的自主能力和晦暗的同伴学习规则可能构建起新的考试焦虑源. 相似文献
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王惠惠 《教育测量与评价(理论版)》2014,(10):59-62
本文应用考试焦虑量表（TAS）和元担忧量表,对西部地区三所中学297名初中生进行调查,探讨了初中生考试焦虑与元担忧的关系。结果表明：女生的考试焦虑水平显著高于男生,初二和初三学生的考试焦虑显著高于初一学生;女生的元担忧得分显著高于男生,市普通中学和县级普通中学对父母状况的担忧水平显著高于市示范性中学;初中生的元担忧与考试焦虑显著正相关,有关考试过程、前途命运、社会评价的担忧对初中生考试焦虑的正向预测作用显著。 相似文献
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钟霓韵 《中小学心理健康教育》2012,(5):4-6
为了了解高中学生考试焦虑与自尊、社会支持之间的关系,本研究采用考试焦虑量表（TAT）、自尊量表（SES）和领悟社会支持量表（PSSS）,对韶关市某中学高中三个年级的376名学生进行随机整群抽样调查。结果表明：（1）该校高中生考试焦虑程度存在显著的性别差异;（2）自尊、社会支持与考试焦虑存在显著的负相关;（3）社会支持对自尊和考试焦虑的回归效应显著;自尊在社会支持的基础上对考试焦虑的回归效应显著,而且在社会支持与考试焦虑之间起到了中介作用。因此,我们应重视培养高中生的自信心,提高学生的自尊水平,同时给予更多的社会支持,以缓解学生的考试焦虑,维护心理健康。 相似文献
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余庆中学学生考试焦虑调查分析 总被引：1，自引：0，他引：1
为了了解中学学生考试焦虑的状况及相关因素,为中学开展心理健康教育提供依据。我们用考试焦虑测量表（TAT）对余庆中学220名学生进行调查。结果表明：余庆中学学生考试焦虑率为58．6％,中度以上考试焦虑者占6．4％;女生考试焦虑明显高于男生;实验班学生考试焦虑明显高于网络班和普通班学生,网络班与普通班却无明显差异;高三年级学生考试焦虑明显高于高一、高二年级学生。因此,建议中学加强学生考试焦虑的干预工作。 相似文献
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为了解初中生考试焦虑和自尊、成就动机的现状及关系,为初中生的心理健康干预提供依据,通过问卷调查法对300位初中生的自尊、成就动机和考试焦虑状况进行测查。结果发现:初中生追求成功的动机明显高于避免失败的动机;追求成功的动机越高的人,考试焦虑程度越高,而避免失败程度越高的人,考试焦虑也相应较高;自尊水平越低的人,考试焦虑程度越高;自尊、追求成功的动机能在一定程度上预测考试焦虑。 相似文献
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笔者对淄博某初级中学239名初中生进行测查,研究初中生考试焦虑与元担忧的关系.结果发现,考试焦虑及元担忧水平均存在显著的年级差异,初中二年级高于其他两个年级;考试过程的元担忧性别差异显著,女生担忧程度显著高于男生;社会评价的元担忧存在年级和城乡的交互作用;考试焦虑与5个方面的元担忧内容均存在极显著正相关;考试过程的元担忧对考试焦虑的贡献显著. 相似文献
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通过问卷调查,探讨职校生考试焦虑的特点,分析职校生成就动机、成就目标取向及自我效能感与考试焦虑之间的关系。结果显示,职校生的考试焦虑水平较高,大多数学生存在中等以上程度的考试焦虑;职校女生的考试焦虑极其显著高于男生;三个年级学生的考试焦虑之间存在显著性差异,一、二年级学生考试焦虑显著高于三年级学生;职校生考试焦虑与成绩目标有显著正相关,与回避失败有非常显著正相关,与一般效能感和学业自我效能感均存在非常显著的负相关,与自我调节学习效能感存在显著负相关;职校生成就目标取向中的"回避失败"、自我效能感中的"一般性自我效能感"对考试焦虑具有极其显著的预测作用。 相似文献
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高中生考试焦虑、自尊和应对方式的现状及关系 总被引：1，自引：0，他引：1
以721名高二学生为被试,进行考试焦虑、自尊和简易应对方式的问卷调查,结果发现:高中生考试焦虑现状不容忽视;高中生考试焦虑、自尊和消极应对方式表现出性别差异;自尊和应对方式是影响高中生考试焦虑的重要因素,其中应对方式又是自尊影响考试焦虑的中间变量。 相似文献
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ABSTRACTWithin the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students. 相似文献
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This study examined Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use based on the multiple goal perspective of goal orientation theory. A total of 925 Grade 8 students from six secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. Consistent with previous studies using goal orientation theory, the findings of this study indicated that students’ perceived classroom environment was significantly related to their personal achievement goals and strategy use. While mastery goals were found to be the strongest predictor of strategy use, performance‐approach goals and perceived instrumentality also had positive relations with mastery goals and strategy use. Our findings suggest that mastery goals and performance goals were not contrasting goals as conceptualised in normative goal orientation theory. Students with high motivation for both types of goal were more adaptive in learning than were students who pursued a single type of goal. Moreover, the value of adding perceived instrumentality when studying students’ motivation should be emphasised. The implications of these findings for understanding Hong Kong students’ motivation, and for planning effective teaching instruction to enhance their motivation, are discussed. 相似文献
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刘宁宁 《温州职业技术学院学报》2011,11(2):83-86
采用＂自主学习策略量表＂、＂成就目标定向量表＂、＂学业自我效能感量表＂和＂大五人格量表＂对河南省三所本科院校在校生进行随机调查,结果表明,成就目标定向、学业自我效能感、大五人格与自主学习策略存在显著相关,学业自我效能感和成就目标定向是自主学习策略运用的有效预测指标,大五人格中的神经质因子对自主学习策略的运用有负向预测作用。了解大学生自主学习状况,可为高校教学工作的有效开展提供依据。 相似文献
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张婉莉 《陕西教育学院学报》2012,(2):24-26,50
采用整群抽样调查法,以两所完全中学的508名学生为被试,探索考试焦虑罹患者的四分成就目标特征。通过调查我们发现:中学生考试焦虑不适者的检出率为67.7%,重度焦虑者占到了抽样总体的三分之一强;女生的考试应激问题要明显重于男生;中学生的焦虑不适度与2种回避型目标显著正相关;焦虑不适者的四分成就目标具有校际(重点与普通)、学段(初中与高中)与性别等人口学特征差异。提示,考试焦虑中学生具有回避型成就目标特征,女生的高掌握回避取向可能是其高焦虑的内在原因。 相似文献
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In the present study, we tested intra-individual feedback loops between competence beliefs, value beliefs, and goal achievement (virtuous circles), and intra-individual feedback loops between goal failure and procrastination (vicious circle). We analyzed data from five independent intensive longitudinal studies with university students (N = 841, k = 23,448 observations). Pre-registered hypotheses were tested across the five studies and aggregated using meta-analytic methods. Results provided support for virtuous circles in self-regulated learning: Students who reported higher competence and value beliefs in one study session reported higher goal achievement, and higher goal achievement predicted higher competence and value beliefs in the subsequent study session. Results provided only partial support for a vicious circle: Procrastination was associated with lower goal achievement but goal achievement did not predict subsequent procrastination. The results have theoretical implications for models of self-regulated learning and methodological implications for the design of experience sampling studies. 相似文献
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研究考察新课程改革对高中生成就目标定向和学习策略的影响,结果发现除掌握目标定向外,新课程改革对成就目标定向均有显著影响;在预习策略、复习策略和精加工策略方面,新课程改革提高了学生学习策略的有效性;性别对高中生的成就目标定向和学习策略有显著影响,女生的成就目标定向和学习策略要优于男生;成就目标定向和学习策略相关显著。 相似文献
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This research examines the issue of self-regulated learning among highly gifted elementary ( n = 93) and high school students ( n = 40) in science. Self-report measures assessed self-regulatory strategy use in science and a spectrum of environmental (perceived level of investigation) and individual prerequisites (motivational beliefs, goal orientation, epistemological beliefs and intentions). Firstly, high school students were experiencing less investigation in science, and test anxiety and work avoidance were more pronounced than with elementary students. Secondly, highly gifted girls' science-related motivational beliefs were less positive than those of boys. Thirdly, path analyses indicate that the level of investigation in the science learning environment strongly determines motivational and epistemological prerequisites of self-regulatory strategy use. The results indicate that exploration and discovery should be enabled and strengthened in science classrooms of highly gifted students. 相似文献
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The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies 总被引：1，自引：0，他引：1
This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge on six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientations, extrinisic goal orientation, task value, self-efficacy, control of learning and test anxiety). Students with more sophisticated beliefs about the nature of knowledge and learning were more likely than their peers to use educationally productive motivational strategies in their learning. Beliefs about one’s ability to learn and the structure of knowledge had the most significant and substantial effects on students’ use of self-regulated motivational strategies. Although a student’s belief about the stability of knowledge by itself had a statistically significant effect on only one motivational strategy, this belief did have four statistically significant interaction effects with beliefs about ability to learn and the structure of knowledge. Implications of these findings for theory, research, policy and practice are examined. 相似文献
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Chiu-Lin Lai Gwo-Jen Hwang Yi-Hsuan Tu 《Educational technology research and development : ETR & D》2018,66(4):863-892
Recently, researchers have demonstrated the benefits of technology-enhanced science inquiry activities. To improve students’ self-regulation and assist them in controlling their own learning pace through inquiry activities, in this study, a self-regulated science inquiry approach was developed to assist them in organizing information from their real-world exploration. A quasi-experimental design was conducted in an elementary school natural science course to evaluate the students’ performance using the proposed learning approach. One class assigned as the treatment group learned with the self-regulated science inquiry approach, while the other class assigned as the control group learned with the conventional science inquiry approach. The students’ learning achievement, tendency of information help seeking, tendency of self-regulation, and self-efficacy were evaluated. The results of the study revealed that the self-regulated science inquiry approach improved the students’ learning achievement, especially for those students with higher self-regulation. In addition, the students who conducted inquiry with the self-regulated learning strategy increased their tendency of information help seeking, self-efficacy, and several aspects of self-regulation, including time management, help seeking, and self-evaluation. Accordingly, this study demonstrated the effectiveness of the self-regulated learning strategy, an approach with high learner control, in terms of improving students’ learning achievement and their self-regulation. 相似文献
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Structural equation modelling was used to test a model integrating achievement goal orientation, learning style, self-efficacy
and metacognition into a single framework that explained and predicted variation in performance. Self-efficacy was the strongest
predictor of performance. Metacognition was a weak predictor of performance. Deep processing had a weak, negative relationship
with performance. Mastery-approach goals were related to deep-processing and surface-processing learning styles. Mastery-approach
and performance-approach goals were positive predictors of self-efficacy. Mastery-avoidance and performance-avoidance goals
were related to self-efficacy. 相似文献