| 不同归因训练模式对高一学生学习自我效能感干预效果分析 |
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| 引用本文： | 胡义秋,詹林. 不同归因训练模式对高一学生学习自我效能感干预效果分析[J]. 中国学校卫生, 2011, 32(2): 180-182 |
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| 作者姓名： | 胡义秋 詹林 |
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| 作者单位： | 1. 湖南农业大学科学技术师范学院,长沙,410128
2. 湖南农业大学东方科技学院 |
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| 基金项目： | 2006年湖南省社会科学基金 |
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| 摘 要： | 目的探讨不同归因训练模式对高一学生学习自我效能感的干预效果,为提高高一学生学习自信心提供依据。方法以学生自我归因和教师归因2种归因训练模式分别对某普通高中69名和64名高一学生进行为期5个月的归因训练,对照组不予以任何干预。结果学生自我归因组和教师归因组的自我效能感和归因状况干预前后差异有统计学意义(P<0.05);3组干预后的自我效能感、语文自我效能感和归因状况差异有统计学意义;自我归因训练组学生具体学科(语文)的自我效能感较其他2组差异有统计学意义(P<0.01);3组学生学业成绩在归因训练前后差异无统计学意义。结论不同的归因训练模式对高一学生的归因状况和自我效能感影响不同;归因训练并不直接导致高一学生学业成绩的变化。
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| 关 键 词： | 自我评价(心理学) 干预性研究 教学 学生 |
Iintervention analysis of different attribution training modes on self-efficacy of fresh students in high school |
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| HU Yi-qiu,ZHAN Lin. Iintervention analysis of different attribution training modes on self-efficacy of fresh students in high school[J]. Chinese Journal of School Health, 2011, 32(2): 180-182 |
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| Authors: | HU Yi-qiu ZHAN Lin |
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| Affiliation: | HU Yi-qiu,ZHAN Lin.Teachers College of Science and Technology,Hunan Agriculture University,Changsha(410128),China |
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| Abstract: | Objective To discuss the effectiveness of different attribution training modes on self-efficacy of fresh students in high school.Methods The teacher-direct-attribution mode and student-self-attribution mode were separately implemented among 69 students and 64 students for 5 months.No intervention was given to the control group.Results There were significant differences in self-efficacy and attribution characteristics after training between teacher-direct-attribution mode and student-self-attribution(P<0.05)... |
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| Keywords: | Self assessment(psychology) Intervention studies Teaching Students |
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