自我效能理论下的学生STEM自我效能开发——基于国外已有STEM教育研究

The Development of Students’ STEM Self-Efficacy under the Theory of Self-Efficacy—Based on the Research of STEM Education in Foreign Countries

摘要: 自上世纪七十年代自我效能理论提出后便被广泛应用于心理学教育学研究范畴。研究立足国际研究视野，采用文献分析法，分析自我效能理论在STEM教育中的作用机制和现实意义，探究自我效能理论指引下学生STEM自我效能开发。研究指出，自我效能有别于自我概念和自尊；自我效能主要基于掌握经验、替代经验、社会说服和生理反应等四个主要信息来源；STEM自我效能能预测一个人超越自身能力或以往成就的学业表现，在学生STEM学业表现中扮演着重要的作用，且与学生STEM学业表现呈正相关关系；现有诸多提高STEM自我效能的干预措施和计划在学校或社区付诸实施，有利于学生STEM成绩的提高从而进一步激发学生的STEM自我效能，反过来STEM自我效能的提高回馈学生STEM学业表现。

Abstract: Since the theory of self-efficacy was put forward in the 1970s, it has been widely used in the field of psychology and pedagogy. Based on the international research perspective, this paper uses the method of literature analysis to analyze the mechanism and practical significance of self-efficacy theory in STEM education, and to explore the development of students’ STEM self-efficacy under the guidance of self-efficacy theory. Research shows that self-efficacy is different from self-concept and self-esteem; it is mainly based on four main information sources: mastery experience, substitution experience, social persuasion and physiological reaction; STEM self-efficacy can predict one’s academic performance beyond one’s own ability or past achievements. It plays an important role in students’ STEM academic performance, and has a positive correlation with students’ STEM academic performance. Many existing interventions and plans to improve STEM self-efficacy have been implemented in schools or communities, and are committed to the improvement of students’ STEM performance, so as to further stimulate students’ STEM self-efficacy. In turn, the improvement of STEM self-efficacy feeds back students’ STEM academic performance.