论文部分内容阅读
以932名高中学生为研究被试,以物理学习自我效能感量表为工具,探讨了高中学生物理学习自我效能感在性别和年级上的差异及其与物理学习成绩、学习动机的关系.结果表明:(1)高中学生物理学习自我效能感存在显著的性别差异,而年级差异不显著,性别与年级在物理学习自我效能感上交互作用不显著;(2)高中学生的物理学习自我效能感与物理学习成绩呈显著正相关,成绩优良学生的物理学习自我效能感水平显著高于成绩不良学生;(3)高中学生物理学习自我效能感与成绩目标动机呈极其显著的负相关,与掌握目标动机呈极其显著的正相关.物理学习自我效能感对学习动机有显著的预测作用.
Taking 932 high school students as test subjects and physical self-efficacy scale as tools, the differences in gender and grade in physical learning self-efficacy among senior high school students and their relationship with physical learning achievement and learning motivation were discussed. Results The results show that: (1) there is significant gender difference in high school students’Physical learning self-efficacy, but there is no significant difference in grade, and there is no significant interaction between gender and grade in physics self-efficacy; (2) (P <0.05), but there was a significant positive correlation between the scores of physical learning and the results of physical learning. The level of self-efficacy of students with good grades was significantly higher than that of students with poor grades; (3) Motivation is extremely significant positive correlation.Physical learning self-efficacy on learning motivation has a significant predictive effect.