职业自我效能理论及其对高校职业指导的启示   总被引：8，自引：0，他引：8  

姜飞月  郭本禹 《职业技术教育》2004,25(7):60-64

从职业自我效能理论的产生、概念的界定、职业自我效能的测量,以及职业自我效能理论的有关观点等方面,论述职业自我效能的基本内容.该理论给高校职业指导的启示是:应提高学生的职业自我效能;加强对女生的职业指导和教育;丰富职业指导的渠道和方法.  相似文献   

非英语专业大学生英语阅读自我效能感与阅读策略相关关系研究     

《信阳师范学院学报(哲学社会科学版)》2017,(4):97-101

阅读是语言输入和习得语言知识的主要途径,在众多情感因素中,自我效能感对英语阅读有着较大的影响。通过问卷调查并利用SPSS进行数据分析,探索非英语专业大学生的英语阅读自我效能感水平和阅读策略使用情况以及以上两个方面的相关关系。结果表明:非英语专业大学生的英语阅读自我效能感处于中等水平且阅读策略的使用频率不高;非英语专业大学生在阅读自我效能感水平上存在显著的性别差异;非英语专业大学生的英语阅读自我效能感和阅读策略使用频率存在显著的正相关关系。  相似文献   

关于提高教师职业自我效能的思考     

张登山 《顺德职业技术学院学报》2007,5(4):85-87

自我效能理论(self-efficacy theory)是个体对自我能力的信念程度,它在一定程度上影响着个体职业效能的发挥。教师的职业自我效能影响到教师专业发展方案的设计、应对突发事件和调控情绪的能力。教师职业自我效能的提高,要寻找选择职业的意愿,构建教师职业生涯目标体系,从工作中感受成功。  相似文献   

Raising children’s self-efficacy through parental involvement in homework     

Keith Williams  Jennifer Swift  Hefin Williams  Victor Van Daal 《Educational research; a review for teachers and all concerned with progress in education》2017,59(3):316-334

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The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance     

Fien de Smedt  Steve Graham  Hilde Van Keer 《The Journal of educational research》2019,112(2):152-167

The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation.  相似文献   

Teaching in offshore programmes: an assessment of university faculty’s self-efficacy,cultural competence and preparedness     

Pi-Yun Chen 《师资教育杂志》2016,42(2):188-204

This study aims to examine the teacher self-efficacy and cultural competence of university faculty in the context of offshore programmes, and the impact of these two constructs on teaching satisfaction, intention and preparedness. A questionnaire survey collected data from the faculty members of universities in Taiwan, a non-English-speaking country, which launched offshore programmes in Vietnam. It then applies structural equation modelling technique to estimate the path coefficients and test its proposed research model. The analysis reveals that in the context of teaching in offshore programmes, cultural competence is a major factor determining university faculty’s teaching self-efficacy, and has an indirect effect, through the direct effect of teaching self-efficacy, on satisfaction, intention and preparedness. It is surprising though that faculty members are found very confident of their self-efficacy when teaching in English in offshore programmes, even though none of them are native English speakers.  相似文献   

PowerPoint slide provision and student performance: the moderating roles of self-efficacy and gender     

Agnes Zdaniuk  Jamie A. Gruman  Scott A. Cassidy 《Journal of Further & Higher Education》2019,43(4):467-481

Research on the pedagogical value of providing students with PowerPoint (PPT) slide handouts has produced mixed results. One reason for the inconsistent findings may be that most studies in this stream of research have neglected to examine individual differences. In the current study, we aimed to advance research on the pedagogical value of providing students with access to PPT slide handouts by examining whether self-efficacy and gender influence the effect of PPT slide provision on academic performance. We found no evidence to suggest that the provision of slide handouts has broad, unconditional pedagogical value. Instead, we found that both self-efficacy and gender moderated the extent to which the availability of the handouts enhanced or hindered students’ performance. As predicted, both students high on self-efficacy and males performed significantly better when they were provided with handouts. Conversely, students low on self-efficacy performed significantly worse when the handouts were provided. Female students also trended toward lower performance when the handouts were provided. Additionally, we found that students who were provided with PPT handouts perceived their instructor as more effective, and that this relation was mediated by students’ feeling of preparation. Finally, students also considered the provision of PPT handouts more valuable to their learning and course performance than one-to-one interactions with the professor. Implications for research and practice are discussed.  相似文献   

自我效能感在舞蹈训练和表演中的重要作用     

冯宜 《河北北方学院学报(社会科学版)》2005,21(4):46-47

良好的心理素质是舞蹈专业的学生完成训练和表演的重要保证.学生的自我效能感在舞蹈训练中有助于学生注意力的集中,在学习新的技术动作时,能够充满自信,战胜恐惧,在表演中有助于调动情绪记忆,引发激情,实现内在美与外在美的和谐统一.  相似文献   

大中学生的父母教养方式、自我效能感与情绪调节策略的关系   总被引：4，自引：0，他引：4  

刘志军  皮艳花 《煤炭高等教育》2008,26(3):84-87

通过对270名大中学生进行父母教养方式、自我效能感和情绪调节策略量表的调查,旨在探讨大中学生的父母教养方式、自我效能感与情绪调节策略之间的关系。用相关分析和回归分析得出的结果表明,父母教养方式、自我效能感对男女生的情绪调节策略的影响不一样,它们对男生的情绪调节策略的影响较突出,尤其是在重新评价上,且大中学生的父母教养方式、自我效能和情绪调节策略存在性别差异。  相似文献   

Predicting Two Components of Career Maturity in School Based Adolescents     

Peter A. Creed  Wendy Patton 《Journal of Career Development》2003,29(4):277-290

Three hundred and sixty-seven secondary school students across five year levels (8–12) were assessed for levels of career maturity (attitude and knowledge), work commitment, work value, career decidedness (indecision and certainty), career decision-making self-efficacy and self-esteem, and indicated their age, gender, socioeconomic status, school achievement and work experience. Using two multiple regression analyses, the predictor variables were able to account for 52% of the variance of career maturity attitude, and account for 41% of the variance of career maturity knowledge. Self-efficacy, age, career decidedness (certainty) and work commitment were the main predictors of career maturity attitude. Age, gender, career decidedness (certainty), work commitment and career decidedness (indecision) were the main predictors of career maturity knowledge. Results demonstrated the importance of examining two aspects of career maturity (attitude and knowledge), and were discussed in the context of Super's (1957, 1990) theory of career development.  相似文献