油区初中生自我效能感与学业求助行为的关系研究

目的探讨油区初中生自我效能感与学业求助行为的关系。方法采用自我效能感综合量表和学业求助量表对296名油区初中生进行测查。结果①油区初中女生比男生表现出更多的工具求助行为(t=-2.421,P<0.05)。不同年级学生在工具求助行为上存在显著差异(F=4.537,P<0.05),在执行求助行为上存在极其显著差异(F=15.269,P<0.001),进一步进行多重比较表明,初一学生工具求助行为显著高于初三学生,初二和初三学生的执行求助行为极其显著高于初一学生;②油区初中生自我效能感对其学业求助行为有着显著的预测作用:自我调节学习效能感对工具求助行为具有极其显著的正向预测作用(β=0.373,P<0.001),对执行求助行为和回避求助行为均有极其显著的负向预测作用(β=-0.320,-0.321,P<0.001);学业自我效能感对执行求助行为和回避求助行为均有极其显著的负向预测作用(β=-0.306,-0.203,P<0.001)。结论油区初中生工具求助行为受性别、年级因素影响,执行求助行为受年级因素影响;研究结果支持"脆弱假说",即自我效能感越高的学生越容易表现出求助行为,而自我效能感越低的学生越容易避免求助。

Relationship between Self-efficacy and Academic Help-seeking in Middle School Students Living

Objective To explore the possible relationship between perceived self-efficacy and academic help-seeking in middle school students living in oil field.Methods A total of 296 middle school students living in Henan oil field were tested by SEIS and Academic Help-seeking Scale.Results ①Girls had more instrumental help-seeking behaviors than boys（t=-2.421,P0.05）.There were significant differences on instrumental help-seeking behavior and executive help-seeking behavior in different graders（F=4.537,P0.05;F=15.269,P0.001）.After multiple comparisons,we found that instrumental help-seeking behaviors of seventh-graders were significantly more than ninth-graders＇.Executive help-seeking behaviors of eighth and ninth-graders were significantly more than seventh-graders.②Academic help-seeking was greatly influenced by perceived self-efficacy.Self-regulated efficacy had a positive effect on instrumental help-seeking（β=0.373,P0.001）and a negative effect on both executive helpseeking and avoidance of help-seeking（β=-0.320,-0.321,P0.001）.Academic self-efficacy had a significantly negative effect on both executive help-seeking and avoidance of help-seeking（β=-0.306,-0.203,P0.001）.Conclusion Instrumental help-seeking behavior was influenced by gender and grade of middle school students living in oil field.Executive help-seeking behavior was influenced by grade.The results supported the Vulnerability Hypothesis：the higher self-efficacy students had,the more help-seeking behaviors they exhibited;the lower self-efficacy they had,the less help-seeking behaviors they exhibited.