受教師獎懲經(jīng)歷、對獎懲的歸因傾向與初中生學(xué)業(yè)自我效能及學(xué)習(xí)成績間關(guān)系的研究.pdf

1、華中師范大學(xué)碩士學(xué)位論文受教師獎懲經(jīng)歷、對獎懲的歸因傾向與初中生學(xué)業(yè)自我效能及學(xué)習(xí)成績間關(guān)系的研究姓名：譚亞莉申請學(xué)位級別：碩士專業(yè)：基礎(chǔ)心理學(xué)指導(dǎo)教師：佐斌2000.6.1華中師范大學(xué)碩士學(xué)位論文AbstractThisthesiswasademonstrationresearchoneducationalpsychologyWesyntheticallyusedobservation，questionnaireandintervie

2、wmethods，alsousedselfeditedthreequestionnairesrespectivelynamed‘selfreportexperienceofbeingpraisedandcriticizedbyteachersandattributiontendency’，‘theacademicselfefficacyscale’and：thestudymotivationscale’inordertolearnthe

3、relationshipofjuniorhighschoolstudents’experienceofbeingpraisedandcriticizedbyteachers，attributiontendencyacademicselfefficacystudymotivationandacademicachievementThecorrelationanalysis，factoranalysis，varianceanalysis，re

4、gressionanalysisandpath—analysiswereusedinthecourseofdataanalysisTheresultshowed：(1)theexperienceofbeingpraisedandcriticizedbyteachersdirectlyandincompanywithattributiontendencyinfluenceacademicselfefficacy，(2)academicse

5、lfefficacyandstudymotivationdistinctlyinfluencedacademicachievementrespectively，andtheinteractionbetweenthemwasalsoprominent，(3)academicselfefficacystudymotivationandgendercomposedtheeffectivepredictorsofjunimhighsclmols

6、tudents’academicachievement，butselfefficacyhadmuchprominenteffectthanstudymotivation，(4)therelationsofacademicselfefficacystudymotivationandacadenficachievementwerecomplex，simplelinearrelationswerenotverifiedKeyWords：Jun