教师期望和自我效能感与中学生学业成绩的关系

The Relationship Teachers’ Expectations, Self-Efficacy and Academic Achievements among Middle School Students

摘要: 目的：探索教师期望对初中生学习成绩的影响，为如何提高学生的学业成绩提供实施途径，进而为促进教师对自己的教育观念、教学态度和行为进行反思提供理论和实证依据。方法：对青海省某中学初一到初三学生进行了问卷调查，采用学生感知教师支持行为问卷和中学生一般自我效能感评定量表对350名中学生进行施测，收到有效数据338份，其中男生179份，女生159份。并以此数据为基础，采用相关分析，回归分析和中介效应检验对教师期望、学业成绩和自我效能感三者的关系进行分析研究。结果：1) 教师期望与一般自我效能感和学业成就两两显著相关。2) 自我效能感部分中介了教师期望对学业成绩的影响。结论：1) 教师期望对学生的学业成绩有显著的积极影响。2) 学生的一般自我效能感在教师期望对学生学习成绩的影响中起部分中介作用。

Abstract: Objective: To explore the influence of teachers’ expectations on the academic performance of ju-nior high school students, to provide an implementation path for how to improve students’ aca-demic performance, and then to provide theoretical and empirical basis for promoting teachers’ reflection on their own educational concepts, teaching attitudes and behaviors. Methods: A ques-tionnaire survey was conducted on the first to third grade students of a middle school in Qinghai Province, and 350 middle school students were tested using the student perception teacher sup-port behavior questionnaire and the general self-efficacy assessment scale of middle school stu-dents, and 338 valid data were received, including 179 boys and 159 girls. Based on this data, correlation analysis, regression analysis and mediation effect test were used to analyze the relationship between teacher expectations, academic achievement and self-efficacy. Results: 1) Teacher expectations are significantly correlated with general self-efficacy and academic achievement, and there may be a mechanism of mediation. 2) Self-efficacy partially mediates the impact of teacher expectations on academic performance. Conclusion: 1) Teacher expectation has a significant positive impact on students’ academic performance. 2) Students’ general self-efficacy plays a part of the mediating role in the impact of teacher expectations on students’ academic performance.