高职学生学业自我效能感与人格特征相关性研究

目的探讨高职学生的人格特征与学业自我效能感的相关性，为提高其学业自我效能感提供依据。方法对532名高职学生采用学业自我效能感问卷和艾森克人格问卷进行测评分析。结果男生学业效能感维度分显著高于女生（t=2．857，P〈0．01），而艾森克人格问卷的内外向维度分显著低于女生（t=-3．113，P〈0．01）；非独生子女学生学业效能感维度分显著高于独生子女学生（t=2．209，P〈0．05）；来自于农村学生学业效能感维度分显著高于来自于城市学生（t=2．085，P〈0．05）。不同年级学生学业自我效能感问卷与艾森克人格问卷各维度评分均无显著性差异（P〉0．05）。高职学生的学业效能感与学业行为效能感、内外向维度呈显著正相关（P〈0．01），与神经质维度呈显著负相关（P〈0．01）；学业行为效能感与内外向维度呈显著正相关（P〈0．01），与神经质、精神质维度呈显著负相关（P〈0．01）；内外向维度与精神质维度呈显著负相关（P〈0．01）；神经质维度与精神质维度呈显著正相关（P〈0．01）。人格特征对学业自我效能感、学业效能感及学业行为效能感的回归效果均显著（F=23．358、16．021、25．418，P〈0．01）。结论高职学生的学业自我效能感与其人格特征密切相关。

The correlation study of the sense of academic self-efficacy and personality characteristics in higher vocational students

Objective To explore the correlation between personality characteristics and the sense of academic self efficacy in higher vocational students in order to provide basis for improve their sense of academic self-efficacy. Methods Assessments and analyses were carried out with the Academic Self-efficacy Questionnaire（ASQ） and Eysenck Personality Questionnaire（EPQ） in higher vocational students. Results Compred with female students, male ones had significantly higher scores of the sense of acadmic efficay （t = 2. 857, P〈0. 01） and lower scores of introversion and extroversion of the EPQ（t =- 3. 113, P（ 0.01） ; scores of the sense of acadmie efficay were significantly higher in non-only-child than only-child fe- male students（t = 2. 209, P〈0.01） ; scores of the sense of acadmic efficay were significantly higher in rural than urban students（t = 2. 085, P〈0.01）. There were no significant differences in scores of both the ASQ and EPQ among the students of different grades（P〉0.05）. The sense of academic self-efficacy was positively related to the sense of learning behavior efficacy, introversion and extroversion（P〈0.01） and negatively to neuroticism（P〈0.01） ; the sense of learning behavior efficacy was positively related to introversion and extroversion（P〈0.01） and negatively to neuroticism and psyehoticism （P〈0. 01） ; introversion and extroversion was negatively related to psychoticism（P〈0.01） ; neuroticism was positively related to psychoticism notably（P〈0.01）. Personality characteristics had a striking regression effect on the sense of academic self-efficacy, academic efficacy and learning behavior efficacy（F = 23. 358, 16. 021, 25. 418, P〈0.01）. Conclusion The sense of academic self-efficacy is closely related to personality characteristics of higher vocational students.