自我效能感理论与中小学生学业成就：测量工具与应用效果研究综述
Self-Efficacy Theory and Academic Achievement of Primary and Secondary Students: A Review of Measurement Instruments and Application Effects
DOI: 10.12677/ae.2026.165983, PDF,   
作者: 张瀞月：重庆三峡科技大学外国语学院，重庆
关键词: 自我效能感；学业自我效能感；学业成就；Self-Efficacy； Academic Self-Efficacy； Academic Achievement
摘要: 本论文以自我效能感理论为研究对象，运用文献分析法，着重梳理自我效能感理论在中小学生学业方面的演进历程，有关测量工具的历时变迁状况以及国内中小学生学业自我效能感应用研究情况。研究发现，学业自我效能感同中小学生的学业成绩，学习动力及学习投入有着密切联系，并在家庭因素和课堂教学因素作用于学习结果的过程中发挥着重要中介作用。本文有益于加深对于学业自我效能感作用原理的理解，并为后续相关研究提供参考。
Abstract: This paper takes self-efficacy theory as its theoretical framework and employs a literature analysis method to systematically review the developmental trajectory of self-efficacy theory in the academic context of primary and secondary students, the historical changes in relevant measurement instruments, and the current state of application research on academic self-efficacy among Chinese primary and secondary students. The findings indicate that academic self-efficacy is closely associated with students’ academic achievement, learning motivation, and learning engagement, and plays an important mediating role in the process through which family factors and classroom instructional factors influence learning outcomes. This study contributes to a deeper understanding of the underlying mechanisms of academic self-efficacy and provides a reference for future related research.
文章引用：张瀞月. 自我效能感理论与中小学生学业成就：测量工具与应用效果研究综述[J]. 教育进展, 2026, 16(5): 1250-1256. https://doi.org/10.12677/ae.2026.165983

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