大学英语网络课堂环境中学生学业自我效能感现状及群体差异分析

Analysis of the Status and Group Differences of University Students’ Academic Self-Efficacy in Online English Classroom Settings

摘要: 本文通过问卷调查法对不同性别、学科背景及生源地的大学生在网络远程课堂环境中的自我效能感展开调查。本研究中的自我效能感包括学习能力与策略、学习动机与行为、环境适应与资源利用、自我认知与评价四个维度。研究结果显示大学生在英语网络课堂中的自我效能感整体处于中等偏上水平，其中环境适应与资源利用维度得分最高，学习能力与策略维度得分最低。同时，学生在硬件设备、平台使用、学习价值认同等方面表现良好，但在学习方法总结、注意力管理、线上互动参与及学习自信等方面存在不足。群体差异分析显示：女生的自我效能感整体显著优于男生；文科与理工科背景的学生在部分题项存在局部差异；生源地对自我效能感整体影响较小。

Abstract: This study investigates, via questionnaire survey, the self-efficacy of university students of different academic background, gender and family origins in online English course settings. Self-efficacy under this study is divided into four dimensions: learning ability and strategies, learning motivation and behavior, environmental adaptation and resource utilization, and self-cognition and evaluation. The results indicate that the overall self-efficacy of university students is at a moderately high level in online English class. The dimension of environmental adaptation and resource utilization scores the highest, whereas the learning ability and strategy dimension the lowest. Specially, students give high scores in such items as hardware, platform operation and recognition of learning value, but they are required to enhance their performance in attention management, online interaction, confidence in learning and summarizing learning methods. Independent t test shows that female students report significantly higher overall self-efficacy than male students; students of liberal arts and science & engineering backgrounds exhibit partial differences in some items; and family origin has little impact on overall self-efficacy.