大学生计算机自我效能感问卷的开发与应用

Development and Application of CSE Questionnaire for Undergraduate Students

目前，大学信息技术课程研究在课程政策等宏观层面已经取得了很大成效，但对于信息技术课程学科心理这样一些微观因素的研究却很少；对信息技术本身的研究很多，但对信息技术学习者的研究却很少。这体现出在大学信息技术课程研究中，对课程内涵的挖掘并不深，人文关怀严重匮乏。在这一背景下，本研究以大学生计算机自我效能感这一重要的信息技术课程学科心理因素为例，首先利用结构方程模型开发大学生计算机自我效能感问卷，经过对测量模型的一系列修改，得到克隆巴赫α系数为0.8055、测量模型中各指标的因子负荷t值均大于2、测量模型的卡方与自由度的比值为2.066、RMSEA为0.069、CFI为0.93、NNFI为0.92，交互效度良好的计算机自我效能感问卷；然后利用该问卷通过对独立样本的t检验，研究计算机自我效能感的三个维度的性别、专业差异，得出男生的计算机自我效能感的数量、概化水平在0.05水平上，显著高于女生，理科生的计算机自我效能感的数量、概化水平在0.05水平上，显著高于文科生；在此基础上，提出在信息技术教学中根据学习者本身的特点对计算机自我效能感进行干预的策略，以期为提升信息技术教学效果提供参考。

At present, researches on IT curriculum in university have made great progress in macroscopic aspects such as curriculum policy, standing in vivid contrast against few studies of microcosmic factors such as IT curriculum. There are many studies on IT curriculum, but little attention has been paid to learners. These phenomena show the superficial exploration of the curriculum and the lack of humane care in university IT curriculum studies. Researchers of this study develops a CSE questionnaire for undergraduate students. After some modifications, the questionnaire obtains a Cronbach's αwhich is 0. 8055, factor loadings of all indices in the measure model are greater than 2, χ2 / df of the measure model is 2.066, RMSEA is 0.069, CFI is 0.93 and NNFI is 0.92. The cross-validation of the questionnaire is very high. Then the differences between students' CSE magnitude, strength and generalizability are investigated with the questionnaire, the result of independent-sample t test shows that males have higher magnitude and generalizability than females, and science students have higher magnitude and generalizability than arts students at the significant level of 0.05. After that, strategies of improving CSE according to traits of learners in IT curriculum are proposed to give some references to improvement of IT teaching effect. Empirical study will be carried to test them.