大学生自我效能感与归因方式的相关研究

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大学生自尊、自我效能感、归因方式与学习倦怠的相关研究

“ 对学校的管理制度不满意 ” 等，等而关注自身主观原因的
很少。因此我们假设，如果学生能够比较正确、面地认识全
ｅ）１７年首次提出的。他认为，是工作本身对个人ｒ９４倦怠
的能力、精力以及资源过度要求而导致工作者感到情绪枯竭、精疲力竭的现象。倦怠的研究也主要是针对工作压力中，特别是那些以“ 为工作对象的工作者，们需要将情人” 他感投入到对方身上的一些职业（医生、如教师、社会工作者、管理者等）。随着倦怠在工作领域中的进一步研究，一些学
怠。
发放问卷４０份，回有效问卷４０份，效率９．７，８收４有１６％被试的基本情况见表１：
表１
性
－
被试的基本情况表
年
一
别
级
专
业
男
女
文理年级二年级三年级四年级文科理科兼收
ｌ３１１９１１７１９１１５７１４６１０１
问卷共有１０个项目，用Ｌｋｒ采ｉｔｅ４点量表评分形式，各项目均为ｌ一４评分。把１０个项目的得分加起来除以１０即为总
者开始逐渐关注学生学习领域中存在的倦怠现象。连榕等
自己，自己的价值所在，认识相信自己的努力必然会有同等
的回报，并且能多从自身寻找问题的根源，那么学习将不再
盲目，学习的积极性也会得到提高。
２研究方法
２１被试．

动机定向、成就归因、自我效能感与学业成就之间的关系研究综述

动机定向、成就归因、自我效能感与学业成就之间的关系研究综述1. 本文概述本文旨在深入探讨动机定向、成就归因、自我效能感与学业成就之间的复杂关系，通过综述国内外相关研究成果，梳理这些心理学变量在学生学业成就中的作用机制及其相互影响。

动机定向关注个体在面对学习任务时的目标设定和行为导向，成就归因涉及个体对成功或失败原因的解释方式，而自我效能感则是个人对自己完成特定任务能力的信心。

这三者共同构成了影响学业成就的心理动力结构。

文章首先对这三个核心概念进行界定和理论阐述，接着分析它们如何单独或共同作用于学业成就，最后探讨未来研究方向和实际教育应用，以期为优化教育实践和提高学生学业表现提供理论参考和实践指导。

2. 动机定向理论概述动机定向理论是教育心理学中的一个重要概念，它涉及个体在学习和成就活动中的目标设定、努力投入以及应对策略的选择。

动机定向通常被划分为两种主要类型：掌握目标定向和成绩目标定向。

掌握目标定向强调的是技能提高和理解深化，关注的是个体能力的发展而成绩目标定向则更侧重于与他人比较和评价，关注的是个体能力的证明和展现。

掌握目标定向的个体倾向于设定与自我提升和技能发展相关的目标，他们享受学习过程，对挑战性问题有更高的兴趣，并愿意在面对困难时坚持不懈。

这种定向通常与学习策略和认知投入的增加、更高水平的自我调节和更好的学业成绩相关联。

相反，成绩目标定向的个体更关注于他人的评价、社会地位和比较结果。

他们可能会过分关注自己的能力和表现，害怕失败和负面评价，从而导致学习焦虑和回避挑战。

这种定向与学习策略的减少、较低的自我调节能力和较差的学业成就相关。

动机定向理论在教育实践中有重要意义。

理解学生的动机定向有助于教师提供更具针对性的教学干预，以激发学生的内在动机，促进他们的学习和发展。

通过培养学生的掌握目标定向，教师可以帮助学生建立积极的学习态度和价值观，从而更好地应对学习挑战并取得更好的学业成就。

3. 成就归因理论概述成就归因理论是心理学中一个重要的领域，它探讨个体如何解释自己和他人成功或失败的原因。

高职学生学习动机、归因方式、自我效能感与自我监控学习能力的相关研究

问题的提出监察、节、调执行、激励、检验和反思）成，用５构采点菇在高职教育规模日趋扩大的背景下，如何有计分，分数越高，明其自我监控能力越高。该量表表效地提高高职教育质量，已成为人们十分关注的结构的失拟指数ｘ／ｆ４１，ＭＥ００３拟叠ｄ＝．４ＲＳＡ＝．５，问题。要提高高职教育质量，了加大硬件设施的和指数ＧＩ０８，Ｆ＝．７Ｉ＝．７全量表的＿除Ｆ＝．２ＣＩ０９，Ｉ０９，Ｆ投入外，最主要的还是从教育的内部因素来加以内部一致性信度为０９６重测信度为０８６．５，．０。其他＿考虑，提高学生自我监控学习能力。张庆林提出测量学指标也比如较理想。－自我监控学习能力应该包括如下几种能力：会激自编高职学生学习自我效能感问卷。该问卷也一励自己勤奋学习；确立学习目标；于选择能达采会善用５计分，个维１个项目成，部＿点由１度，８构其内到目标的最适当的学习方式方法；善于检测达标致性系数为０７４再测信度为０８１．７，．２。・情况，必要时采取补救措施；于总结自己达到目善自编高职学生学习动机问卷。该问卷也采用５一
收稿日期：０９— ５—１２００４作者简介：克英（９２一）女，东东平人，育硕屈１７，山教士，泰山职业技术学院讲师。

大学生学习倦怠与学习成就归因、学业自我效能感的关系研究

大学生学习倦怠与学习成就归因、学业自我效能感的关系研究在现代社会中，大学生已经成为一种普遍的现象。

他们不仅代表了未来的希望，更是社会的中坚力量。

但是，大学生也面临着很多问题，其中最鸿的一个问题就是学习倦怠。

为了深入研究大学生学习倦怠问题，同时探讨其与学习成就归因、学业自我效能感的关系，本文将展开深入的探讨。

一、大学生学习倦怠的表现大学生的学习倦怠可以表现为失去学习兴趣、感到学习内容过于枯燥乏味、学习动力不足、学习效率低等。

这些表现给大学生的学习带来了极大的负面影响，使得学习成效大打折扣。

因此，探究大学生学习倦怠的原因和其与学业自我效能感、学习成就归因的关系，对于大学生的学习和提高学习效率具有重要意义。

二、大学生学习倦怠的原因分析1、学业压力大学生的学习任务巨大，面对着繁重的学业负担和不断变化的社会，学生们往往会感到失落和沮丧，从而产生学习倦怠。

在这种情况下，学生们要积极面对学业压力，加强心理调适，增强自信心，提高学习效率。

2、个人因素个人因素也是大学生学习倦怠的原因之一。

有的学生个性内向，缺乏人际交往，导致学习才能的限制和心理压力的加重。

一些学生缺乏学习兴趣，感到学习过程枯燥乏味，从而产生学习倦怠。

解决这类问题需要建立自信心，增强个人能力，改善心态，提高学习效率。

3、教育环境教育环境对学生学习倦怠的影响也是不可忽视的。

教育环境不好、教学质量低，多次考试不理想等都会影响大学生学习成就的归因。

这种情况下，学生们要加强与教师之间的沟通，学习更有效的策略，发现自己的问题。

三、学习成就归因与学业自我效能感的影响学习成就归因是指学生拥有的将学习成就归因于自我因素、控制、稳定性和时效性等特定属性，从而使其适应和适应学习的能力。

学习成就归因越高的学生，在遭遇不顺利时，也越能坚持学习，战胜困难。

学业自我效能感是指学生认为自己能完成某项任务的信念。

学生具有高的自我效能感，能够更有效地执行任务，取得更好的成就。

学习成就的归因与学业自我效能感是学生学习倦怠的关键。

论大学生自我效能感的影响因素与培养

第２６期（总第５２２期）２００６年９月中误解或不公平对待，情感无处倾诉和发泄以及在失败中痛苦、烦恼、失望等均易导致心理障碍。

而在轻度心理障碍时又恰恰没有受到应有的重视，更不懂得运用心理疗法、行为疗法、娱乐运动法等自我保健方法去化解不良情绪，维持心理平衡，致使不良心理进一步恶化。

三、结论与建议１．结论。

第一，辽宁省高职学生中存在中度以上心理障碍者为１１．９６％，说明心理障碍是高职学生中的一种普遍现象。

第二，辽宁省高职学生课外体育锻炼频度及时间达到我国体育人口标准的比例为３９．５９％，高于１９９７年中国社会体育现状调查中公布的全国体育人口３１．４％的比例［５］，其中心理健康测试正常组人数比例明显高于异常组，说明高职学生经常参加体育锻炼，在体育活动过程中体验愉快和欢乐，有助于消除抑郁、焦虑、躯体不适应感等症状，同时增加人际交往，对培养乐观豁达的性格十分有益。

第三，高职学生的心理健康状态对其身体形态无明显影响，而对生理功能、身体素质影响明显。

２．建议。

第一，通过各种渠道让全社会都重视和关心高职学生的心理健康问题，同时对高职学生开展心理健康知识和保健方法的宣传和教育，使其提高心理障碍防范意识，自我克制焦虑、抑郁、偏执、强迫等常见的心理障碍，不断提高心理健康水平。

第二，营造良好的学校社会环境，使学生在民主、平等、和谐、欢乐的氛围中成长，摒弃陈旧的、机械的、僵化的教学及管理方式，摒弃封建家长制的师道尊严，摒弃由考试、评比、生活习惯和经济条件等带来的嫉妒和歧视，代之以充满真挚情谊的师生关系，团结友爱的同学关系及勤奋好学、积极向上的青春热情与蓬勃朝气。

第三，采用娱乐性教学手段，以生动活泼、形式多样的体育教学方法，使学生在锻炼中体验到更多的愉快和欢乐，尤其是对不同心理特点的学生有针对性地采用不同的教学方法和手段，有助于消除忧郁、焦虑等心理障碍症状。

第四，培养学生的锻炼习惯和运动能力，鼓励学生多参加集体活动，通过集体比赛不但能改善学生的心理状态，而且还能培养体育锻炼的兴趣，从而达到提高心理健康水平和身体素质的目的。

对大学生成就目标、归因方式与学业自我效能感的研究

对大学生成就目标、归因方式与学业自我效能感的研究一、本文概述本文旨在深入研究大学生的成就目标、归因方式以及学业自我效能感之间的关系。

通过对这三者的探讨，我们希望能够更深入地理解大学生的学业成就动机及其影响因素，从而为高等教育提供更有针对性的指导和支持。

我们将对大学生的成就目标进行细致的分析。

成就目标是指个体在特定领域内所追求的成功标准，对于大学生而言，其成就目标可能涉及学业成绩、专业技能提升、社会实践能力等多个方面。

本文将探讨大学生在这些方面的目标设定及其与学业成绩的关系。

我们将关注大学生的归因方式。

归因方式是指个体在面对成功或失败时，如何解释这些结果的原因。

不同的归因方式会对个体的动机、情感和行为产生不同的影响。

本文将分析大学生在面对学业成功或失败时，更倾向于内部归因还是外部归因，以及这种归因方式对学业自我效能感的影响。

我们将深入研究大学生的学业自我效能感。

学业自我效能感是指个体对自己在学业方面能够取得成功的信念。

这种信念对于大学生的学习动力、学习策略选择以及学业成就具有重要影响。

本文将探讨大学生的学业自我效能感如何受到成就目标和归因方式的影响，以及如何通过提高学业自我效能感来促进大学生的学业成就。

通过本文的研究，我们期望能够为高等教育工作者提供有益的参考，帮助他们更好地理解和支持大学生的学业发展，同时也为大学生自身提供指导，帮助他们在学业上取得更好的成就。

二、文献综述在学术领域，对大学生成就目标、归因方式与学业自我效能感的研究一直是心理学、教育学和社会学等学科的热点话题。

这些研究不仅有助于深入理解大学生的学习动机、心理过程和行为表现，而且对于提高教育质量和促进学生全面发展具有重要意义。

关于大学生成就目标的研究，主要集中在成就目标的定义、分类及其与学业成绩的关系等方面。

成就目标是指个体在特定情境下所追求的成功标准或期望结果。

根据不同的理论框架，成就目标可分为掌握目标、成绩目标等不同类型。

大量研究表明，不同类型的成就目标对大学生的学业成绩、学习策略和学习动机等方面产生不同的影响。

回顾与展望：我国大学生英语学习自我效能感研究综述

回顾与展望：我国大学生英语学习自我效能感研究综述摘要自我效能感是指人们对自己实现特定领域行为目标所需能力的信心或信念。

自我效能感是个体在特定情境中对自己能否有能力完成特定任务或实现既定目标的一种主观推测和判断，它是通过影响人们的认知过程、动机过程、情感过程和选择过程来影响行为活动的选择、目标的设定、行为的努力程度和坚持性及表现。

英语学习自我效能感对英语学习者有重要的预测作用。

本文以文献综述法从自我效能感概念、大学生英语学习自我效能感的特点及其影响因素、实证研究工具、培养策略等方面，综述了近年来我国大学生英语学习自我效能感的研究现状，并对未来研究进行展望。

关键词英语学习；大学生；自我效能感；自我效能感理论；回顾；展望一、引言随着经济全球化的到来，中国的教育也将遇到更多的发展机会和严峻的挑战。

英语作为人们交流的工具在全球经济中扮演着重要的角色，在英语学习领域，学生在学习的过程中会受到多种内在或外在因素的影响，其中最重要的一个内在因素就是学生的自我效能感。

自我效能感是影响学生学习的一个重要的动机性情感因素，它不但会影响到学生学习目标的设定、努力的付出程度，还会影响学习策略的选择。

此外，大学阶段是个体迅速成长与成熟的关键时期，自我效能感的水平与大学生的学习、生活、就业，以及恋爱婚姻乃至身心健康都有着密切的联系。

因此，英语学习自我效能感作为效能感在英语学习领域的体现，可以理解为学生对自己是否能够成功地学习好英语的主观判断。

本文着重从我国近年来对大学生这一特殊群体的英语学习自我效能感的研究成果入手，揭示研究现状、探究研究工具、分析研究成果以及未来研究展望。

二、自我效能感及相关研究自我效能感是Bandura，A.于1997年在《自我效能：关于行为变化的综合理论》中最早提出的提出的概念，班杜拉提出自我效能感概念后，自我效能感也便成为心理学和社会学中一个重要研究领域，其后，在大量实验研究基础上，班杜拉及其同事进一步完善了这一概念，提出自我效能感理论。

大学生成就目标、归因方式与学业自我效能感的研究

大学生成就目标、归因方式与学业自我效能感的研究一、本文概述本文旨在探讨大学生成就目标、归因方式与学业自我效能感之间的关系。

通过深入了解这三者之间的相互作用，我们希望能够为教育工作者和学生自身提供一些有价值的参考，以帮助他们更有效地提升学业成绩和自我效能感。

文章首先对相关概念进行界定，明确成就目标、归因方式和学业自我效能感的具体含义。

随后，通过文献综述的方式，回顾了以往关于这三个领域的研究成果，总结了当前研究的不足之处。

在此基础上，我们提出了本文的研究假设，即成就目标、归因方式与学业自我效能感之间存在显著的相关关系。

为了验证这一假设，我们采用问卷调查的方法，对某高校的大学生进行了实证研究。

通过对收集到的数据进行统计分析，我们发现成就目标、归因方式与学业自我效能感之间确实存在相互影响的关系。

具体来说，不同类型的成就目标会对学生的归因方式产生影响，而归因方式的不同又会导致学业自我效能感的高低差异。

这一研究结果对于指导大学生制定合适的成就目标、调整归因方式以及提高学业自我效能感具有重要的实践意义。

本文总结了研究的主要发现，并指出了未来研究的方向。

我们希望通过不断深入的研究，能够为大学生的学业发展和自我成长提供更多的理论支持和实践指导。

二、文献综述在学术领域，大学生的成就目标、归因方式与学业自我效能感一直是备受关注的研究主题。

这些概念不仅关系到学生的学业成绩，还与其未来的职业发展和心理健康息息相关。

因此，本文将从这三个方面入手，对相关文献进行综述。

关于大学生的成就目标，已有研究表明，成就目标可以分为掌握目标和成绩目标两种。

掌握目标是指学生为了理解和掌握学习内容而努力，而成绩目标则是指学生为了获得高分或避免低分而努力。

不同的成就目标会对学生的学习策略、学习投入和学业成绩产生不同的影响。

例如，持有掌握目标的学生更倾向于采用深度学习策略，而持有成绩目标的学生则更倾向于采用表面学习策略。

因此，深入研究大学生的成就目标对于提高教育质量具有重要意义。

大学生职业决策自我效能感影响因素

1引言随着高等教育规模的日益扩大,大学生面临的社会竞争日益激烈,就业问题也随之得到了前所未有的重视,并且关注的目光已从单纯的就业率扩展到学生的整个职业生涯发展。

而了解“大学生职业决策自我效能感如何,怎样提高职业决策能力”等问题则是有的放矢地开展这项工作的关键。

本文通过调研分析发现，职业决策自我效能感的高低直接或间接地影响着个体的职业选择范围和对职业的态度，它能影响人们在职业选择行为的主动性,影响人们达到职业目标时的努力程度和坚持性,影响人们的思维和情感反应模式。

研究还发现，具有高水平职业决策自我效能的个体,拥有较高的职业抱负和更多的职业探索行为,在求职中更加积极主动,较少职业犹豫性。

2职业决策自我效能感的概念2.1自我效能感自我效能感是社会认知理论中的一个重要概念，它最先由Bandura于1977年提出,是指个体以自身为对象的一种思维方式，是个体在执行某一任务之前对自己能够在何种水平上完成该任务所具有的信念、判断或自我感受。

2.2职业决策乔普森(Jep son, D. )认为职业决策是一个复杂的认知过程,它是个人以有意识的态度、行动、思考来选择学校或职业以符合社会期望的一种反应,通过这个过程,决策者组织有关自我和职业环境的信息,仔细考虑各种可供选择职业的前景,做出有效的合适的职业决策,这个过程中又与个人的心理特征密切相关,并且个人的决策会受到父母、朋友以及职业咨询人员的影响。

【14】2.3职业决策自我效能感正式提出职业决策自我效能感概念的是Taylor和Betz，这一概念是职业自我效能理论具体在职业决策阶段的运用。

Taylor和Betz从社会学习和认知行为理论出发，依据班杜拉的自我效能感结构提出了职业决策自我效能感概念。

他们认为个体在知觉成功执行任务能力即自我效能感上的差异可以用来解释为有的人在职业决策时比其他人有更多的困难，了解不同个体在职业决策时对自我效能的期待，即个体需要成功作出职业决策时的信念程度，可以帮助人们有效理解和解决职业决策的困难。

自我效能感理论及其研究现状

《教学与管理》!""#年$月!"日自我效能理论最早由班杜拉于!"世纪%"年代后期提出，是其社会学习理论体系的重要组成部分，也是其关于一般学习理论的逻辑产物，并构成了对其一般学习理论观点的理论逻辑的历史方式的实现。

一、自我效能理论基本内容自我效能感是指个体在执行某一行为操作之前对自己能够在什么水平上完成该行为活动所具有的信念、判断或主体自我把握与感受。

它不仅与一个人拥有的知识技能相联系，而且与一个人能否利用自己所占有的知识技能相联系。

自我效能理论迄今还未形成较完整的体系，基本理论框架如下。

&’自我效能感的功能自我效能感影响或决定人们对行为的选择，以及对该行为的坚持性和努力程度；影响人们的思维模式和情感反应模式，进而影响新行为的习得和习得行为的表现。

!’自我效能感形成或改变的因素（&）成败经验。

一般而言，成功的经验能提高个人的自我效能感，多次的失败会降低自我效能感。

但这还要受个体归因方式的影响。

（!）替代性经验。

人们通过观察他人的行为而获得的间接经验会对自我效能感产生重要影响。

（$）言语劝说。

言语劝说的价值取决于它是否切合实际。

缺乏事实基础的言语劝说对自我效能感的影响不大，在直接经验或替代性经验基础上进行劝说的效果会更好。

（(）情绪反应和生理状态。

个体在面临某项活动任务时的心身反应、强烈的激动情绪通常会妨碍行为的表现而降低自我效能感。

（#）情境条件。

不同的环境提供给人们的信息是大不一样的。

某些情境比其他情境更难以适应和控制。

当一个人进入陌生而又易引起焦虑的情境中时，其自我效能感水平与强度就会降低。

$’自我效能感的主体作用机制班杜拉认为自我效能感是通过选择、思维、动机和心身反应等中介过程而实现其主体作用机制的。

（&）选择过程。

一般而言，个体选择自以为能有效应付的环境，回避自感无法控制的环境，而这些环境因素反过来又会影响其行为技能和人格的发展。

大学生一般自我效能感及其与归因方式的相关研究

作者单位:1.210029南京医科大学第四临床医学院2.导师,南京医科大学附属脑科医院[第一作者简介]赵峥(1977-),女,江苏南京人,在读硕士研究生,研究方向:医学心理学3通讯作者:张宁,zn6360@大学生一般自我效能感及其与归因方式的相关研究赵　峥1　张　宁23【摘要】　目的　调查大学生一般自我效能感状况并考察一般自我效能感与归因方式的关系。

方法　采用一般自我效能感量表(GSES )和归因方式问卷(ASQ )对559名大学生进行测定。

结果　不同性别、来自城镇或农村、是否学生干部、不同专业的大学生在一般自我效能感的得分上存在显著差异。

倾向于将正性事件归因于内部、稳定(持续)和全面(普遍)维度的大学生将有更高的自我效能感,这种倾向还存在性别差异。

结论　不同群体大学生的一般自我效能感存在差异。

【关键词】　一般自我效能感　归因方式【中图分类号】　R395.6 【文献标识码】　A 【文章编号】　100927201(2008)20320180203The status of general self 2eff icacy in college students and the correlation bet w een self 2eff icacy and attributional style.Z H A O Zheng ,Z H A N G N i ng.T he Fourt h Cli nical Medical I nstit ute ,N anj i ng Medical U ni versit y ,N anj i ng 210029,Chi na【Abstract 】　Objective To investigate t he stat us of general self 2efficacy in college st udent s and explore t he re 2lationship between general self 2efficacy and att ributional style.Methods A total of 559undergraduates were tested by General Self 2Efficacy Scale (GSES )and Att ributio nal Style Questionnaire (ASQ ).R esults Signifi 2cant differences in GSES scores were detected between participant s of different gender ,homeplace ,title and major.St udent s who were apt to attribute po sitive event s to internal ,stable ,and global causes had higher self 2efficacy.The tendency had a difference in gender.Conclusion General self 2efficacy of different group s made a difference.【K ey Words 】　General self 2efficacy Att ributio nal style 个体对有效控制自己生活诸方面能力的知觉或信念叫做自我效能感(perceived self -efficacy 或sense of self -efficacy ),它对人们的成就行为有着特殊而重要的作用。

大学生学习倦怠与学习成就归因、学业自我效能感的关系

大学生学习倦怠与学习成就归因、学业自我效能感的关系一、本文概述本文旨在探讨大学生学习倦怠与学习成就归因、学业自我效能感之间的关系。

学习倦怠作为一种普遍存在于大学生群体中的现象，对学生的学习动力和学业成绩产生了显著影响。

为了更好地理解这一现象，本文将从学习成就归因和学业自我效能感两个角度出发，深入分析其与学习倦怠之间的内在联系。

本文将概述学习倦怠的概念、特征及其在大学生中的表现。

在此基础上，进一步探讨学习成就归因和学业自我效能感的概念及其与学习倦怠之间的关系。

学习成就归因是指个体对自己学习成果的内部解释，它影响着个体的学习动机和策略选择而学业自我效能感则是指个体对自己完成学业任务的能力的信念，它与学习倦怠之间存在着密切的联系。

本文将通过文献综述和实证研究，探讨学习倦怠、学习成就归因和学业自我效能感三者之间的关系。

通过对相关文献的梳理，分析学习倦怠的影响因素，以及学习成就归因和学业自我效能感在学习倦怠形成过程中的作用。

同时，通过实证研究，收集大学生在学习倦怠、学习成就归因和学业自我效能感方面的数据，运用统计分析方法揭示三者之间的内在联系。

本文将总结研究结果，并提出相应的教育建议。

通过深入分析学习倦怠与学习成就归因、学业自我效能感之间的关系，为高校教育者提供有针对性的指导，帮助大学生更好地应对学习倦怠，提高学习动力和学业成绩。

同时，本文的研究结果也为进一步探讨学习倦怠的干预措施和心理健康教育提供了理论支持。

二、文献综述学习倦怠是指学生在学习过程中出现的一种消极情绪状态，这种状态通常伴随着对学习的低兴趣、高焦虑和低动力（Pekrun, Goetz, Titz, Perry, 2002）。

学习成就归因是指学生对自己学习成败的原因进行解释的倾向，它可以进一步分为内部归因和外部归因（Weiner, 1992）。

学业自我效能感则是指学生对自己完成学业任务能力的信心和评估（Bandura, 1997）。

在探讨学习倦怠与学习成就归因的关系时，研究发现，倾向于外部归因的学生更容易经历学习倦怠（Martin, 2006）。

英语专业学生自我效能感、归因方式与英语成绩的相关性研究

广西师范大学硕士学位论文英语专业学生自我效能感、归因方式与英语成绩的相关性研究姓名：***申请学位级别：硕士专业：课程与教学论指导教师：***20060401英语专业学生自我效能感、归因方式与英语成绩的相关性研究学科专业：课程与教学论研究方向：英语教学论指导老师：李晓教授研究生：陈淮（2003级）内容摘要本文以班杜拉的自我效能感理论和韦纳的归因理论为理论基础，运用定量研究的方法，对242名英语专业学生的英语自我效能感及其归因方式进行了研究，并分析了学生的语言自我效能感、归因方式与全国英语专业四级考试成绩的关系。

研究结果表明：（1）英语专业学生的英语学习自我效能感水平与学业成绩密切相关：优等生的自我效能感较高，中等生的英语学习效能感一般，学业成绩较差的学生英语学习效能感水平比前两者都低；（2）英语学习自我效能感与英语学业成绩呈正相关；（3）学生在英语学习成败的自我归因中，能力归因最能预测学习成绩的变化，而将成功归因于运气和将失败归因于努力的二种成败因果解释，则与英语学习成绩呈负相关；（4）在成功或失败的境地中，学生对于成功和失败的自我归因会对学生的语言自我效能感产生不同的影响。

该研究结果总体上验证了研究自我效能和自我归因的重要性，肯定了自我效能和归因方式对英语成就的重要预测作用。

由此，本研究提出以下几点建议：（1）进一步了解学生的归因信念，采取归因训练的方式，引导学生正确归因，促进其形成积极的自我意识；（2）为提高学生的自我效能意识，教师应向学生提供有建设性的回馈，帮助学生从认知角度认识自我效能对英语学习的促进作用；（3）教师和社会还应通过种种途径努力提高学生的英语自我效能感，帮助他们形成积极的自我归因方式。

本研究尚存许多不足之处，例如：样本量不够大，数据的获得所采用的测量手段单一等等，有关结论还有待进一步验证和完善。

关键词：自我效能感；归因方式；英语成绩；英语专业学生；归因训练；回馈The Relationship of Perceived Self-efficacy, Attributional Beliefs andAchievement for English MajorsAbstractThe present study adopts a quantitative approach and seeks to investigate language self-efficacy and students’ attributional styles by using a sample of 242 English major students from Guangxi province in China. Based on the theoretical foundations of Bandura’s self-efficacy theory and Weiner’s attribution theory, the study also examines the interactions among students’ language self-efficacy, attributional beliefs and their academic performance on TEM-4 in an EFL context.The general statistical results of the study indicate that:(1) there does exist a relationship between language self-efficacy and Englishacademic achievements —the high achievers have fairly good self-efficacy whilemoderate achievers have moderate self-efficacy and the self-efficacy of low ones isslightly lower than those of the other two groups;(2) language self-efficacy is positively correlated with the English academicachievements of the students;(3) ability attributions are the most powerful predictor in achievement-related settings,concerning students’ self-attributions to success and failure in English learning.However, luck-success attribution and effort-failure attribution are negativelyrelated with English achievement;(4) under different circumstances (successful/unsuccessful performance), theperceptions of students’ self-attributions to successes and failures may exertdifferent influence on language self-efficacy beliefs.The results lend support to the view that the beliefs of self-efficacy and casual attribution not only play an important motivational role in language learning, but are good predictors of language achievement. The findings of this study provide some useful insights into English teaching and learning: (1) Shape positive beliefs about the causes of success and failure, which will affect students’ attitude towards English learning. Teachers need to be aware of students’ attributional beliefs, and guide students to correct self-attributions by means of attribution training. (2) Provide constructive feedback. Teachers can help students cognitively realize the facilitation of self-efficacy beliefs in English learning. (3) Enhance students’ language self-efficacy and positive self-attribution with a variety of means.Limitations as well as possible pedagogical implications are also discussed in the study. For instance, the sample under investigation is relatively small; moreover, multiple data collection techniques are needed to get more accurate information. Therefore, the results obtained in the present study leave much to be improved and it is hoped that further research will lead to more overall and accurate results.Key words: self-efficacy; attributional style; English academic achievement; English majors;attribution training; feedbackAcknowledgementsI would like to express hearty appreciation to Professor Li Xiao, my supervisor for her critical acumen, constant encouragement and patient support throughout the process of writing and modifying the present thesis. Despite her full engagement in the teaching and research work, Professor Li has managed several careful readings of the thesis and made illuminating comments and revisions on it, without which the present thesis would not have been what it appears now. My gratitude to her is boundless.I’m greatly indebted to all the other teachers who have taught me during the three years of my study in College of Foreign Studies, Guangxi Normal University. Their excellent lectures and profound insights have presented me the essence of their knowledge and their indefatigable pursuits of academic achievement have exerted an uplifting influence upon me in the past years.Finally, I owe my thanks to my family who has kindly assisted me all along the way.Chapter I Introduction1.1 Research backgroundThe study of self-efficacy and attributions falls into the first general category of motivational constructs (Pintrich & De Groot, 1990). This category represents students’ perceptions about their ability to accomplish a task. The basic idea behind this family of motivational constructs revolves around students’ beliefs that they are able to perform a task and that they are responsible for their own performance. And they answer the student’s question: “Can I do this task?” Put it simply, such perceptions of ability play an important role in the social cognitive theories of motivation. Enhancing students’ perceptions of ability has been understood as an important part of the teaching-learning process.Self-efficacy, as one motivational construct, is a major component of Bandura’s (1986) social cognitive learning theory, which can be named alternatively as “self-efficacy beliefs”, “perceived self-efficacy”, “perceived beliefs of self-efficacy”, “sense of self-efficacy”. Bandura described self-efficacy as individuals’ confidence in their ability to control their thoughts, feelings, and actions, and therefore influence an outcome. These perceptions of self-efficacy influence individuals’ actual performances (Locke et al., 1984), emotions (Bandura, Adams, & Beyer, 1977), choices of behavior (Betz & Hackett, 1981), and finally the amount of effort and perseverance expended on an activity (Brown & Inouye, 1978).In the past few decades, self-efficacy has enjoyed a resurgence of interest among educational psychologists, and many studies have proved its influence on academic performance in various areas (Pajares & Johnson, 1996; Zimmerman & Bandura, 1994). Based on the self-efficacy theory, more and more researches point to the crucial nature and role of self-efficacy in the field of foreign language learning. It seems that the first important step towards successful learning of English is to help students to establish positive self-beliefs about one’s capabilities.Although educators have long recognized that students’ beliefs about their academic capabilities play an essential role in their motivation to achieve, researchers have suggested that the focus of self-efficacy research be expanded to include the often ignored mediating influence of attributional analysis (Quinones, 1995; Silver et al., 1995).Causal attributions are individuals’ perceptions of the causes of various achievement outcomes (Pintrich & Schunk, 1996). Students may attribute their successes or failures to two general types of antecedent conditions: environmental factors and personal factors. Environmental factors include teacher feedback, social norms, or situational features. Personal factors include causal patterns, personal bias, prior knowledge, or individual differences. These two general categories of perceived causes influence the actual attributions that individuals will make in terms of whether they attribute their failure to low ability, lack of effort, bad luck, a hard test, a bad mood, fatigue, unfairness, anxiety, or just about any other explanation, justification, or excuse students produce for failure at a test or task.Researchers in academic environments have found that attributions to success and failure to foreign language learning are relevant to foreign language learning, which may facilitate or impede foreign language learning. Also research findings indicate that successful languagelearners tend to attribute their perceived success to internal controllable unstable attributions while unsuccessful learners tend to attribute their perceived failure to external uncontrollable stable attributions. Further researches into attributions in language learning demonstrate that the controllability of language learners over their language learning is greatly associated with language learning outcomes.However, in the Chinese context, the general empirical studies have been respectively conducted on self-efficacy and attribution theory in the domain of foreign language teaching and learning (e.g.: Zhang & Yuan, 2004; Qin & Wen, 2002; Zhang, 2002; Qin, 2002; Zhang, 2004, etc.). Since self-efficacy and attributions are considered to be the key factors in language teaching and learning, we are particularly interested in this general research question: how do Chinese EFL learners’ perceptions of self-efficacy and attributions relate to English achievements? Thus, this study attempts to investigate the relationship among English academic achievements, language self-efficacy, and attributions to success or failure in English learning for Chinese college English majors.1.2 Aims of the studyWith a view to promoting a comprehensive understanding of language self-efficacy and learners’ causal attribution, the purpose of the study, therefore, is three-fold: exploring the relationships between Chinese students’ perceptions of self-efficacy and achievement in English learning; examining how students’ attributions for success and failure correlate with English achievement; and investigating the interaction among students’ language self-efficacy, attributional beliefs and academic achievement.The specific purpose is to provide empirical evidence that self-efficacy both causes and is caused by performance experiences. The research is designed to find out the perceptions of language self-efficacy Chinese college students hold, and how they are related to English achievement and attributional beliefs. It draws attentions to students’ perceptions of their language self-efficacy and attributional beliefs in foreign language learning. The pedagogical implication is to try to arouse the awareness of the influence of these two personal factors on the language learning and promote effective language learning.Among Chinese students, English majors do not occupy a much larger proportion in China. It seems that they can take much more advantages in English learning than non-English majors, such as their supportive environment, adequate exposure to English, etc.. For the reason that they are part of foreign language learners in China, the study from English majors’ perspective can enrich the research on self-efficacy and attributions in Chinese setting. Undoubtedly the study under this homogeneous context will provide EFL teachers and students with some useful insights.1.3 Overview of the thesisThis thesis is composed of six chapters. To be more specific, it spreads out as follows:Chapter One firstly contextualizes the research topic, and then introduces aims of the present study, and finally provides the outline of the thesis.Chapter Two offers a discussion and critique of the previous literature related to the present study. First of all, it introduces the theoretical framework of self-efficacy theory. Then it gives an account of self-efficacy research conducted in the academic area in which self-efficacy has the power to predict academic achievements. Furthermore, attribution interms of Weiner’s attributional theory and its relation with academic achievement are also elaborated. Some empirical studies show insights into the relationship between language achievement, language self-efficacy, and attributional beliefs as well.Chapter Three formulates research questions, and then describes the survey of Chinese English majors concerning their English academic achievement, language self-efficacy, their attributions of success and failure in foreign language learning. It presents a discussion of the research methodology, including subjects, instrumentation, data collection and analysis procedures.Chapter Four provides a detailed description of the statistical results and findings of the survey in relation to the research questions.Chapter Five discusses and explains the results presented in Chapter Four. It also points out the limitations of the present study and puts forward some suggestions for the future study in this area. In addition, research and pedagogical implications are discussed.Chapter Six is the conclusion of the study.Chapter II Review of LiteratureIn this chapter, we will first report an overview of the self-efficacy theory, including the definition, sources and researches on self-efficacy which examine the literature on motivation constructs. Then we will review literature on attribution theory, as well as the linkage of self-efficacy, attribution and academic performance.2.1 Self-efficacy theoryPsychologist Bandura’s enlightening works (1977, 1982, and 1986) on self-efficacy provided a solid theoretical ground, on which subsequent investigation could continue to explore the role of self-efficacy both theoretically and empirically. Provided below are the definition, sources, and researches of self-efficacy, which are one of the theoretical foundations of the present study.2.1.1 Introduction of self-efficacyAlbert Bandura (1982, 1986, and 1989) has developed a social cognitive model of behavior that includes self-efficacy as a major construct. In this model, self-efficacy is defined as “people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances” (Bandura, 1986: 391).According to the self-efficacy theory, self-efficacy beliefs act as filters between a person’s prior achievement or ability and that person’s subsequent behavior (Bandura, 1986). Therefore, two persons of the same ability may exhibit different levels of performance because of their differing self-beliefs. Self-efficacy helps to govern how much effort and persistence a person will put forth on a task and how much resilience that person will demonstrate in the face of obstacles. Highly efficacious people are likely to exhibit greater effort and persistence, interpreting their self-beliefs to mean that their sustained effort will result in success. Those with low self-efficacy may give up easily on a task, interpreting their self-beliefs to mean that their sustained effort will be futile.Lying at the very core of social cognitive theory, self-efficacy functions as a mediator of the effects of prior achievement, knowledge, and skills on subsequent achievement. Consequently, it is often seen as a better predicator of success than are actual abilities. Self-efficacy affects behavior by influencing people’s behavioral choices, the amount of effort they expend, and the persistence they exhibit in the face of failure. This cognitive factor is the most influential arbiter in human functioning.2.1.2 Sources of self-efficacyFour sources of information contribute to the development of an individual’s self-efficacy beliefs (Bandura, 1997): enactive mastery experience, vicarious experience, social persuasion, and physiological and affective states. Information from these sources does not directly influence an individual’s self-efficacy: it is an individual’s interpretation of this information that results in an increase or decrease in self-efficacy. Many factors, personal, situational, and cultural, have an effect on the interpretation of these experiences.Enactive mastery experiences, in which individuals interpret the results of their performance, have the strongest influence because they provide the most direct evidence ofwhether one has the capability needed to succeed at a task (Bandura, 1997). Accomplishments can foster a strong sense of efficacy to succeed at similar task in the future. Likewise, failure can lower a person’s self-efficacy beliefs. People who have a strong belief that they can succeed will more often persevere in the face of difficulty, thereby increasing their chances of attaining a successful outcome, an outcome which then provides further support for a positive sense of self-efficacy. People who do not believe that they will succeed often make fewer and briefer attempts at a task, thus decreasing their chances of success, further eroding their already low self-efficacy. However, it must be remembered that it is the interpretation of these events that has the strongest effect on self-efficacy.The second source of information is vicarious experience (Bandura, 1997) that people may have when they observe others engaged in a task. Through observing the success or failure of others, people may process this information to evaluate their own likelihood of success at the same or similar tasks. This source of information is particularly salient in novel situations and when the model is perceived to possess characteristics similar to the observer. Coping models, in which the model demonstrates perseverance and self-confidence, are the most effective models in increasing self-efficacy in the observer.Social persuasions, which include exposure to the verbal and nonverbal judgments that others provide, are also an important source of information (Bandura, 1997). Typically, positive messages encourage the development of self-efficacy, and negative ones hinder its development. As regards, individuals who are verbally encouraged or told that they have the ability to accomplish a task, may gain stronger self-efficacy as a result, particularly if they already possess reasonably high self-efficacy. Similarly, verbal discouragement may reduce a person’s self-efficacy, especially if that person has relatively low self-efficacy initially. Yet, social persuasion alone may not produce a positive sense of self-efficacy, but may operate in concert with other sources of self-efficacy, such as mastery experiences, to increase self-efficacy.Finally, people interpret their own physical and emotional states as sources of self-efficacy information. Feelings of extreme anxiety and signs of tension may be interpreted as signals that an individual is vulnerable or apt to fail, thereby reducing that person’s self-efficacy. However, people’s interpretation of these physiological states is key to their effect on self-efficacy. For instance, arousal may be interpreted as an energizing factor, fostering higher self-efficacy, or as an incapacitating factor, resulting in lower self-efficacy.People construct their self-efficacy beliefs through the integration of information from these four sources (Bandura, 1997). The strength of the contribution made by each source varies depending on the domain in question and on the cognitive processing strategies of the individual. Moreover, information for judging personal efficacy, whether conveyed enactively, vicariously, persuasively, or somatically is not inherently informative. It is only raw data. Experiences become instructive through cognitive processing of efficacy information and reflective thought (Bandura, 2000).2.1.3 Self-efficacy and self-conceptA construct closest to self-efficacy is self-concept, which also influences academic outcomes across domains (Skaalvik, 1997). Self-concept is a global term, referring to “the amalgamation of all of our perceptions and conceptions about ourselves which give rise to our sense of personal identity” (Williams & Burden, 2000: 97). It is a more general self-descriptive construct that incorporates many forms of self-knowledge and self-evaluativefeelings (Marsh & Shavelson, 1985; cited from Zimmerman, 2000:84). Self-concept is a hierarchical system of self-beliefs, each level divided into more specific components of self-concept (Marsh, 1990), with a global self-concept at the apex of a self-hierarchy, subcategories such as academic self-concept in the middle of the hierarchy and academic domain-specific self-concepts at the bottom.Figure 2-1 Structure of self-conceptGeneral self-conceptNonacademic Academic English Academic mathematicsself-concept self-concept self-conceptPhysical Physical Peer Parent Reading General Mathematicsability appear- relation- relation- school ance ships ships(Source: H. W. Marsh & R. J. Shavelson, 1985; cited from Woolfolk, 1995. Educational Psychology (6th edition). Needham Heights, MA: Allyn & Bacon, A Simon & Schuster Company)Self-concept beliefs differ from self-efficacy beliefs in that self-concept includes judgments of self-value (Bandura, 1986), whereas self-efficacy is a cognitive judgment of ability. Self-concept is thus a more inclusive construct as it includes descriptive, evaluative and affective components (Bong & Clark, 1999). Although some researchers use the terms interchangeably, self-efficacy is distinct from self-concept and, in fact, self-efficacy contributes to an individual’s self-concept. These differences between self-concept and self-efficacy are apparent in the items used to measure the two constructs. A math self-concept item such as “I am a good math student” differs in tone and substance from a self-efficacy item that asks “How sure are you that you can make appropriate predictions (hypotheses) about results in mathematical problem solving?”. Students may feel confident about their performance in math but may fail to take pride in their performance. Pajares and Miller (1994) found that math self-efficacy was more predictive of problem solving than was math self-concept when using path analysis procedures to examine the predictive and mediational roles of these two constructs in mathematical problem solving by college students.Basically, self-concept could be considered as our attempt to explain ourselves to ourselves, to build a scheme (in Piaget’s term) that organizes our impressions, feelings, and attitudes about ourselves. Therefore, self-concept research involves more general measures, both of self-concept and of the criterial measures with which it is associated strongly such as anxiety, apprehension, intrinsic motivation, and value, etc., while self-efficacy is domain-specific, generalizing only to highly related areas, which implies one can have more or less firm self-beliefs in different domains or particular situations of functioning; and measures of self-efficacy should be much more specific and correspondent to varying performance tasks and contexts than self-concept. In other words, they are not only conceptually distinctive, but also have discriminant validity in predicting a variety of academic outcomes.2.1.4 Researches on self-efficacy in academic contextsSince it is introduced as a key component in social cognitive theory, self-efficacy hasreceived a lot of attention in research. Most self-efficacy research in academic contexts has been conducted in language arts and mathematics. For example, mathematics self-efficacy predicts mathematics problem solving to a greater degree than self-beliefs such as mathematics anxiety or self-concept, previous mathematics experience, or self-efficacy for self-regulatory practices (Pajares & Miller, 1994). It has also been demonstrated that across ability levels, students whose self-efficacy is stronger are more accurate in their mathematics computation and show greater persistence on difficult items than students whose self-efficacy is low (Collins, 1982). The predictive utility of self-efficacy beliefs holds true for gifted as well as for regular education students (Pajares, 1996a). In general, self-efficacy research in the domain of mathematics supports Bandura’s contention that self-efficacy is a strong predictor and mediator of performance.In writing, as in mathematics, self-efficacy predicts performance across grade levels (Pajares et al., 1999). Self-efficacy to complete writing tasks correlates with achievement and increases as students progress through school (Grade 4, 7, 10), although self-efficacy to use grammar and composition skills does not increase (Shell, Colvin, & Bruning, 1995). Some gender differences in writing self-efficacy are evident, with girls reporting higher confidence in their writing abilities than do boys (Pajares & Valiante, 1997). This gender difference favoring girls was not evident in a study using students from Grades 3, 4, and 5, even though the girls were rated as better writers by their teachers (Pajares et al., 1999). Overall, the research on perceived ability in writing confirms the findings from the domain of mathematics on the usefulness of the self-efficacy construct in academic contexts.Lent, Brown, and Gore (1997) found that global academic self-efficacy among college students correlated more highly with mathematics course self-efficacy than with problem-specific self-efficacy. These two broader measures of academic self-beliefs also correlated with the achievement measures, thus supporting Bandura’s (1986) assertions that self-efficacy is most useful as a predictor when matched appropriately to the criterial measure.All this is to say that the capabilities assessed in the self-efficacy measure and the capabilities assessed in the outcome measure should be similar capabilities. Self-efficacy assessments often lack the specificity of measurement and consistency with the criterial task that optimizes the predictive power of self-efficacy beliefs, thus minimizing the influence of self-efficacy (Bandura, 1986; Pajares, 1996b). Self-efficacy measurements that are carefully matched with criterial measures and administered in close temporal proximity are the most effective predictors of subsequent achievement.2.2 Attribution theoryAttribution theory is concerned with how individuals interpret events and how this relates to their thinking and behavior. It explores how individuals “attribute” causes to events and how this cognitive perception affects their motivation. In simple words, it is about how people answer questions beginning with “why?”. The theory deals with the information they use in making causal inferences, and with what they do with this information to answer causal questions.Attribution theory develops within social psychology as a means of dealing with questions of social perception. Gradually, it achieved a unique status among contemporary motivation theories as the first theory that successfully challenged Atkinson’s classic achievement motivation theory (Dörnyei, 2003). Subsequently it became the dominant model in researchon student motivation in the 1980s. It is also unique because it manages to link people’s past experiences with their future achievement efforts by introducing causal attributions as the mediating link: As the main proponent of the theory, Bernard Weiner (1992), has argued, the subjective reasons to which learners attribute their past successes and failures considerably shape their motivational disposition. If, for example, they ascribe past failure on a particular task to low ability on their part, the chances are that they will not try the activity again, whereas if they believe that the problem lay in the insufficient effort or unsuitable learning strategies that they employed, they are more likely to give it another try. Because of the generally high frequency of language learning failure worldwide, attributional processes are assumed to play an important motivational role in language studies, as confirmed by the qualitative research by Marion Williams and Bob Burden (1999).2.2.1 Heider’s attribution theoryFritz Heider (1958) was the forerunner of contemporary cognitive-social psychology, interested in what he called “naïve” or “commonsense” psychology —that is, how the average person formed psychological concepts such as intention and motivation or how individual explained behavior. A central aspect of Heider’s theory was that it was how people perceived events rather than the events in themselves that influenced behavior. In his view, people were like amateur scientist, trying to understand other people’s behavior by piecing together information until they arrived at a reasonable explanation or cause.When required to give reasons for the outcomes of events or the behavior of others, Heider suggested that people would tend to refer to a limited range of internal (personal) and external (environmental) factors — two attributions a person can make: (1) internal attribution, the inference that a person is behaving in a certain way because of something about the person, such as attitude, character or personality; (2) external attribution, the inference that a person is behaving a certain way because of something about the situation he or she is in. A simple example is that success on a test could be perceived as resulting from personal factors (ability, the amount of time spent studying) or factors in the environment (an essay test, grading policy).Heider believed that the internal and external forces combine additively to determine behavior. Besides, he stressed the consequences of differential ascriptions to internal versus external factors, which is opposed to Atkinson’s theory of achievement motivation, individual differing in resultant achievement motivation (personal factor) differentially work to achieve success at tasks varying in difficulty (environmental factors) —that is, both the person and the environment influence action.2.2.2 Kelley’s attribution theoryAttribution theory emerged from Heider’s (1958) “naïve” or “lay” psychology and Kelley (1967) advanced Heider’s theory by adding hypothesis about the factors that affect the formation of attribution: consistency, distinctiveness and consensus. Kelley’s theory concerned the subjective experience of attributional validity. He proposed that perceivers identify the causes of an effect by using a principle of covariation which specifies that an “effect is attributed to that condition which is present when the effect is present and which is absent when the effect is absent” (1967:194).Furthermore, he asked the question: “How do individuals establish the validity of their own or of another person’s impression of an object?” He, then, suggested that perceivers examine three different kinds of information in their efforts to establish validity (Ross &。

大学生自尊与自我效能感及归因的相关研究

大学生自尊与自我效能感及归因的相关研究一、概述随着社会的快速发展和竞争的日益激烈，大学生的心理健康问题日益受到社会的广泛关注。

自尊和自我效能感作为影响大学生心理健康的两个重要因素，对大学生的个人成长和适应社会具有重要意义。

自尊，即自我尊重，是个体对其社会角色进行自我评价的结果，它关系到个体的自我价值和自我认同。

而自我效能感，是指个体对自己实现特定领域行为目标所需能力的信心或信念，它影响着个体的动机水平、目标选择和行为坚持性。

归因理论则认为，个体对行为结果的因果知觉会直接影响其随后的情感、期望和行为。

探讨大学生自尊、自我效能感及归因之间的关系，对于促进大学生心理健康和个人成长具有重要的理论和实践价值。

本研究旨在通过问卷调查法，以大学生为研究对象，初步测查大学生自尊、自我效能感的基本状况，并深入探讨三者之间的相关性。

研究假设大学生的自尊与自我效能感存在正相关关系，且归因方式会对这一关系产生影响。

同时，研究还将对不同群体大学生的自尊、自我效能感及归因差异进行探讨，以期更全面地了解大学生的心理健康状况。

通过对现有文献的综述，本研究发现尽管已有研究证实自尊、自我效能感与归因之间存在一定关联，但对于三者关系的深入探讨仍显不足。

本研究将弥补现有研究的不足，为大学生心理健康的研究提供新的理论依据和实践指导。

本研究共分为几个部分。

将对自尊、自我效能感和归因的概念及其相关理论进行阐述，为后续研究奠定基础。

通过问卷调查法收集数据，对大学生的自尊、自我效能感和归因状况进行初步测查。

接着，运用相关分析方法和回归分析方法，探讨大学生自尊、自我效能感及归因之间的关系，并建立三者影响关系模式。

根据研究结果，提出促进大学生心理健康的建议和措施。

通过本研究，期望能够更深入地了解大学生的自尊、自我效能感和归因状况，揭示三者之间的内在联系和影响机制，为大学生心理健康教育和心理咨询提供科学依据和实践指导。

同时，也期望能够引起更多学者对大学生心理健康问题的关注和研究，共同推动大学生心理健康领域的发展。

大学生自我效能感与归因方式的关系研究

大学生自我效能感与归因方式的关系研究摘要:本研究采用多维-多向归因量表(MMCS)、一般自我效能感量表（张建新和Schwarzer）等工具，随机抽取平顶山学院285名全日制本科生进行问卷调查，探索大学生自我效能感与归因方式之间的关系及两者在性别、出身、家庭环境上的差异。

结论：（1）自我效能感得分主要集中在2-3分之间，占总人数的64.2%。

大学生自我效能感在性别、生源地、是否担任学生干部上都存在显著差异。

（2）自我效能感与归因方式的各个因子，除情境维度外，都存在着极其显著的相关关系，其中，自我效能感与归因方式的内因、外因、能力、努力和运气均呈现显著正相关。

（3）归因方式中内归因对自我效能感有显著的预测功能。

关键词：大学生，归因方式，自我效能感1引言1.1归因方式归因是指人们从自身行为的结果寻求行为的内在动力因素的过程，归因是个体认知的组成部分，能够影响个体的自我概念的形成。

归因方式，也称作归因风格或解释方式，指个体以自己的以往经验或者当前期望为基础，对于生活中遇到的消极事件或积极事件产生的原因倾向于如何解释的这种独特的认知方式[1]。

20世纪60年代，心理学家用因果关系推论的方法，从人们行为的结果寻求行为的内在动力因素。

Weiner系统地提出了动机的归因理论，证明了成功和失败的因果归因是成就活动过程的中心要素[3]。

魏希芬（2001）探索了归因方式对学生学习的影响，结果表明，归因训练不仅可以在学习中显著提高学生的学习成绩，在生活中面对各种困难的时候同时提高了他们的自信心[2]；王纯（2005）的研究表明，核心人格中包括高敏感性、忧虑性、紧张性、焦虑、感情用事等消极因素的消极归因方式，其心理健康的个性因素分低[1]；1.2自我效能感自我效能感这一概念是由美国心理学家阿尔波特·班杜拉提出的，自我效能感是个体对自己应对不同环境的需求和面对新环境时的一种总体性自信心。

根据班杜拉的理论，人们只有下决心要改变并付出努力时，他们才能改变自己的行为。