班主任激励风格对高中生学业自我效能感及其与考试焦虑关系的影响

发布时间：2018-04-01 23:22

本文选题：班主任　切入点：激励风格　出处：《漳州师范学院学报(自然科学版)》2009年02期

【摘要】：为验证班主任激励风格对高中生学业自我效能感有正向预测作用,及其对学生学业自我效能感和考试焦虑间关系具有调节作用的假设,对61名班主任教师和与之相对应的3511名高中生分别施测《中学教师激励风格问卷》和《考试焦虑问卷》、《学业效能感问卷》.多层线性模型(HLM)分析表明:(1)在控制学生性别的影响时,高中生学业自我效能感存在显著的班级水平差异;学业自我效能感对考试焦虑及其各因子具有显著预测作用,且这一影响强度存在显著的班级水平差异.(2)班主任激励风格对高中生学业自我效能感与考试焦虑之间关系具有显著的调节作用,班主任激励风格越倾向于自主支持,学生学业自我效能感对考试焦虑及其认知反应、行为表现因子的预测力越弱,反之班主任激励风格越控制的班级,学生学业自我效能感对考试焦虑的预测力较大.
[Abstract]:In order to test the positive predictive effect of head teacher's motivation style on high school students' academic self-efficacy, and the hypothesis that the relationship between academic self-efficacy and test anxiety is regulated, 61 head teacher teachers and 3511 senior high school students were tested by the questionnaire on motivation style of Middle School Teachers, the questionnaire on examination anxiety, the questionnaire on academic efficacy, and the multiple Linear Model (HLM) analysis showed that: 1) when controlling the influence of students' gender, There are significant class level differences in high school students' academic self-efficacy, and academic self-efficacy has a significant predictive effect on test anxiety and its various factors. Moreover, there is a significant difference in class level between the influence intensity and the class teacher motivation style, which has a significant moderating effect on the relationship between academic self-efficacy and test anxiety of high school students, and the more self-supporting the class teacher incentive style is, the more self-supporting the class teacher's motivation style is. Students' academic self-efficacy can predict test anxiety and their cognitive response, and the predictor of behavioral performance factor is weaker. Conversely, the more controlled class is, the greater the predictive power of students' academic self-efficacy is to test anxiety.
【作者单位】：漳州师范学院应用心理研究所;
【基金】：福建省教育厅教育考试项目(JA08294s) 漳州师范学院2007年大学生科技文化节项目(2007Y16)
【分类号】：B844.2

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