高等教育出版
熱門: 吳清山  吳勁甫  丘愛鈴  文化領導  三角關係  九年一貫課程  
高等教育出版
首頁 臺灣期刊   學校系所   學協會   民間出版   大陸/海外期刊   政府機關   學校系所   學協會   民間出版   DOI註冊服務
閱讀全文
篇名
初中生学业拖延与学业自我效能感关系研究
並列篇名
Study on the Relationship between Academic Procrastination and Academic Self-efficacy of Junior Middle School Students
作者 陳秋珠
英文摘要
Study on the relationship between academic procrastination and academic self-efficacy of junior middle school students will not only help better understand the influence mechanism but also help improve the learning and mental health of junior middle school students. Using Academic Procrastination Questionnaire for Junior Middle School Students and Academic Self-efficacy Questionnaire, along with cluster random sampling, this study selected 500 junior middle school students from two junior middle schools in X City. The findings reveal that: first, as a whole, the academic procrastination among junior middle school students was below average level. Academic procrastination among junior middle school students is characterized by their low performance, slow learning behavior, and lack of learning plans, as well as the least possibilities of bad state of learning. Second, their learning behavior self-efficacy was superior to their learning ability self-efficacy. Third, there was significant negative correlation between academic procrastination and academic self-efficacy. Fourth, in self-efficacy to learning ability ( SELA) , two main factor effects were significant, lack of implementation plans and inadequate implementation, and in case of inadequate implementation, the lack of planning and the poor state of interaction were significant. Fifth, four main factor effects of academic procrastination were significantly different in self-efficacy to learning behavior (SELB) . There were significant differences in interaction between inadequate implementation and lack of planning, inadequate implementation and poor performance, lack of planning and behavior of hysteresis, lack of planning and poor state. Conclusions drawn from this study are as follows: first, the academic procrastination of junior middle school students mainly embodied the insufficiency of learning performance and slow learning behavior. As a whole, the academic procrastination among junior middle school students was better, but special attention should be paid to the lack of learning plans. Second, learning behavior self-efficacy was superior to their learning ability self-efficacy. Third, there was significant negative correlation between the academic procrastination and academic self-efficacy. Fourth, junior high school students' SELA was mainly affected by such factors as lack of performance and lack of planning. Fifth, junior high school students' SELB was greatly influenced by the four factors and their interaction of academic procrastination.
起訖頁 100-106
關鍵詞 初中生学业拖延学业自我效能感junior middle school studentsacademic procrastinationacademic self-efficacy
刊名 華東師範大學學報(教育科學版)  
期數 201609 (34:3期)
出版單位 華東師範大學
DOI 10.16382/j.cnki.1000-5560.2016.03.012  複製DOI
QR Code
該期刊
上一篇
教育行政执法协同性:模式、问题与推进路径—基于当前改革实践的案例研究
該期刊
下一篇
新中国来华留学教育的发端: 缘起、进程与意义

高等教育知識庫  閱讀計畫  教育研究月刊  新書優惠  

教師服務
合作出版
期刊徵稿
聯絡高教
高教FB
讀者服務
圖書目錄
教育期刊
訂購服務
活動訊息
數位服務
高等教育知識庫
國際資料庫收錄
投審稿系統
DOI註冊
線上購買
高點網路書店 
元照網路書店
博客來網路書店
教育資源
教育網站
國際教育網站
關於高教
高教簡介
出版授權
合作單位
知識達 知識達 知識達 知識達 知識達 知識達
版權所有‧轉載必究 Copyright2011 高等教育文化事業有限公司  All Rights Reserved
服務信箱:edubook@edubook.com.tw 台北市館前路 26 號 6 樓 Tel:+886-2-23885899 Fax:+886-2-23892500