中学生化学学业成败归因与自我效能感调查研究

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摘要：学业成败归因和自我效能感理论是教育研究所关注的热点，如何利用这两种理论为教育教学服务，是当今教育科学领域深入探讨的重要课题。
归因研究从美国海德提出，经过韦纳等心理学家的进一步集成和发展，与教育和生活的联系日益密切。韦纳认为每个人都力求解释自己的行为，分析自己行为结果的原因。自我效能感则是由社会学习论者班杜拉提出，指人们对自己是否能够成功地进行某一成就行为的主观推测和判断。国内的多项研究已经证明归因方式影响着一个人的动机和情绪，归因训练可以有效改变学生的归因方式，提高其自我效能感。
多层面多角度认识研究人格心理和学业成就等因素之间的关系已经成为一种趋势。本研究借助于中学生化学学业成败归因量表和学业自我效能感量表，抽取653名城乡中学生作为样本，利用描述性统计，分析了中学生化学学业成败归因倾向；通过多元方差、皮尔逊相关和多元回归分析技术，研究对比了中学生化学学业成败归因、学业自我效能感和化学学业成绩之间的相互关系，并通过路径分析处理得到二者和中学生化学学业成绩之间的路径模型。研究结果表明：
(1)中学生无论化学学业成功还是失败首先作外部归因，其次才作内部归因。
(2)中学生在化学学业成功归因上存在城乡、年级和优差生差异，地区和年级间存在交互作用。中学生在化学学业失败归因上年级、优差生差异显著，并发生地区和年级交互。成败归因性别差异并不显著。
(3)中学生学业自我效能感在年级、城乡上差异显著，优差生学习能力自我效能感差异显著。城市中学生学习能力自我效能感高于农村中学生。
(4)中学生化学学业成功归因与其学业自我效能感、学业成绩、努力程度、成功预期正相关显著。学业成绩与内部成功归因显著正相关，与外部成功归因负相关但不显著。中学生学业失败归因与学习能力自我效能感负相关显著，内部失败归因对学业成绩有较大的消极影响；中学生学业失败归因与学习行为自我效能感负相关但不显著。
(5)学业成功内部归因与学习能力自我效能感存在因果关系，其贡献率为正值；学业成功外部归因与学习能力自我效能感存在因果关系，其贡献率为负值。各归因维度中，能力等内部、稳定、不可控因素成功归因对学业自我效能感贡献率最大。
(6)外部、不稳定、可控因素失败归因对学习能力自我效能感贡献率为正值。学业自我效能感与内部、稳定失败归因线性负相关。
(7)学业自我效能感与化学学业成绩线性相关，其中学习能力自我效能感贡献率为正值，学习行为自我效能感贡献率为负值。
(8)中学生化学学业成败归因、学习行为自我效能感均通过学习能力自我效能感这一中介变量对中学生化学教学学习成绩产生作用。
本研究根据以上相关结论，针对教师的如何说和怎样做才能增强学生的自我效能感提出了相应的建议。

关键词：化学 中学生 学业归因 自我效能感 调查研究

Study on the attribution of chemical academic success and failure of the high school students and the sense of self-efficacy

Abstract ：The attribution of academic success and failure and sense of self-efficacy theory are the focus of education science study. How to make use of these two theories for educational services is the main subject of further exploration in the field of education science.
Since attribution study was started by F.Heider from the United States, it had been further integrated and developed by psychologists such as Weiner. The attribution study is becoming closer with education and life. Werner thought everyone was trying hard to explain their behaviors, analyze the causation of their actions. Sense of self-efficacy was raised by the social learning theorist Bandura, the theory means a subjective assumptions and judgments that whether people have the ability to conduct successful achievements or not. A number of domestic studies have proved that the attribution styles can effect a person′s motives and emotions, the attribution training can change students′attribution styles effectively and raise their sense of self-efficacy.
Multidimensional studies such as the relationship between personality psychology and academic achievements have become a trend. This study using chemical success and failure scale and the sense of academic self-efficacy scale, selecting 653 middle school students from urban and rural areas as subjects, using descriptive statistics, analyses the chemical academic success and failure attribution .By multiple analysis of variance( ANOVA), multiple regression and related technical Pearson, the study compares the relationship among chemical academic success attribution, academic self-efficacy and chemical performance .By a path analysis, the study attains path models with the three factors. The study shows as following:
(1)Students firstly attribute to external factors under both successful and unsuccessful circumstances. Secondly, they attribute to internal factors.
(2)Students in academic success at chemistry have attribution disparities among areas (urban, rural), grades and excellent and poor students. There is interaction between grades and areas. Students in academic failure at chemistry have significant differences between grades and excellent and poor students. There is interaction between areas and grades. Gender differences are not significant.
(3)Students′sense of academic self-efficacy differences are significant between grades and areas .The sense of learning ability self-efficacy between excellent and poor students is significant. Students′sense of learning ability self-efficacy is better in urban than rural schools.
(4)The positive relation between students′academic success attribution and their sense of academic self-efficacy, academic achievements ,efforts, expected success is significant. The positive relation between academic performance and internal successful attribution is significant .The negative relation between academic performance and external successful attribution is not significant. The negative relation between students′academic failure attribution and sense of learning ability self-efficacy is significant .Internal failure attribution has great negative impact on academic achievements. The negative relation between students′academic failure and sense of learning behavior self-efficacy is not significant.
(5)There is a causation between academic success internal attribution and sense of learning ability self-efficacy, the contribution rate is positive value. There is a causation between academic success external attribution and sense of learning ability self-efficacy, the contribution rate is negative value. For all the attribution dimensions, the success attribution of internal capacity, stability, not controllable factors makes largest contribution to the sense of academic self-efficacy.
(6)The failure attribution of external, instability, controllable factors makes positive contribution to the sense of learning ability self-efficacy .The sense of self-efficacy and internal, stability factors of failure attribution have linear negative relevant.
(7)The sense of academic self-efficacy and chemical performance is linear relevant. Sense of learning ability self-efficacy makes positive contribution rate, learning behavior self-efficacy makes negative contribution rate.
(8)Students′chemical academic success and failure attribution and sense of learning behavior self-efficacy effect the chemical performance by the intermediation of learning ability self-efficacy variable .

Key words: chemical high school students the academic attribution the sense of academic self-efficacy investigation

1 问题的提出
1.1前言
中学阶段是人一生中身心发展至关重要的时期，在生理上中学生迅速成长并趋向成熟，但心理较生理的发展相对滞后，故在青少年心理学上称这段时期为第二个断乳期，又称叛逆期或危险期。这一时期的孩子开始重新审视自己和周围的世界，寻找自己的位置。因此，中学生这一时期易于接受新鲜事物，但同时由于自我同一性还未完成，尚未建立起对自己稳定的评价体系，对自我的认识和评价经常受到外界信息的影响。他们时常会去想老师和同学为什么这样评价我，我考试成败的原因是什么?正是这些寻求原因的思索，影响着他们未来的学习和生活。

目录：
中文摘要…………………………………………………………………I
Abstract …………………………………………………………………i
1 问题的提出 ……………………………………………………………1
1.1前言…………………………………………………………………………1
1.2研究的现状…………………………………………………………………1
1.2.1学业成败归因研究的现状………………………………………………………1
1.2.2自我效能感相关研究的现状……………………………………………………2
1.3当前研究存在的不足………………………………………………………3
1.4本研究的意义………………………………………………………………4
2 研究的任务及假设 ……………………………………………………5
2.1研究任务……………………………………………………………………5
2.2研究假设……………………………………………………………………5
3 研究的理论基础 ………………………………………………………5
3.1归因理论……………………………………………………………………5
3.1.1归因理论的发展…………………………………………………………6
3.1.2归因的分类………………………………………………………………6
3.2自我效能感理论……………………………………………………………8
3.2.1班杜拉自我效能感理论…………………………………………………8
3.2.2学业自我效能感理论…………………………………………………10
3.3习得性失助感理论………………………………………………………10
3.3.1习得性失助感的产生…………………………………………………10
3.3.2习得性失助感与归因…………………………………………………10
4 研究方法及实施………………………………………………………11
4.1样本的选择………………………………………………………………11
4.2量表的编制………………………………………………………………11
4.2.1成败归因量表…………………………………………………………11
4.2.2学业自我效能感量表…………………………………………………18
4.3数据的收集………………………………………………………………19
4.4分析工具…………………………………………………………………19
5 研究结果及分析……………………………………………………19
5.1中学生化学学业成败归因分析…………………………………………19
5.1.1成败归因倾向性分析…………………………………………………19
5.1.2成功归因差异显著性多元方差分析…………………………………21
5.1.3失败归因差异显著性多元方差分析…………………………………26
5.2中学生学业自我效能感分析……………………………………………31
5.2.1学业自我效能感描述性分析…………………………………………31
5.2.2学业自我效能感差异性分析…………………………………………32
5.3化学学业成败归因、自我效能感和成绩间的关系分析…………………37
5.3.1相关显著性分析……………………………………………………… 37
5.3.2多元线性回归分析…………………………………………………… 39
5.4学业成败归因、自我效能感与成绩间的路径分析…………………… 47
6 研究结论与建议………………………………………………………50
6.1结论………………………………………………………………………50
6.2建议………………………………………………………………………51
注释……………………………………………………………………………59
主要参考文献…………………………………………………………………60
附录……………………………………………………………………………62
致谢……………………………………………………………………………66
读研期间发表的论文…………………………………………………67
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作者点评：
历时一年的调查研究，在今天终于画上了一个句号，但这个符号并不是完美无缺。第一，由于经费及人手的缺乏，存在一定误差在所难免。第二，由于各种条件限制，取样的范围还不够全面，今后的相关研究应进一步扩大样本的容量和取样的地域范围，以便使研究结论更加可靠，更具有广泛的代表性。第三，影响学业成绩的因素很多，而本研究只是对归因和自我效能感因素进行了考查，因此，在路径分析中偏回归系数相对较小，有待对其它潜在因子进一步的探讨。
本研究只是一块小小的引玉之砖，希望能够为将来的相关课题研究者提供点滴借鉴和参考。