学习自我效能对中国高等职业学院学生学习倦怠的影响的性别差异
1Department of Educational Administration, International College, Krirk University, Bangkok, Thailand.
The British journal of educational psychology
|December 27, 2024
概括
学习的无助感调解了中国职业学生的自我效能和倦怠之间的联系. 促进自我效能有助于女性,而男性需要有针对性的策略来防止无助驱动的倦怠.
科学领域:
- 教育心理学教育心理学
- 学生福利 学生福利
- 学术表现 学术表现 学术表现
背景情况:
- 中国的高等职业学生面临着学术表现不佳和倦怠.
- 学习自我效能可以对抗这些问题,有潜在的性别差异.
- 了解这些动态对于学生的支持至关重要.
研究的目的:
- 调查学习自我效能和学会的无助感在学生燃烧中扮演的调解角色.
- 探索中国高等职业学生之间这些关系的性别特异性差异.
主要方法:
- 在1045名学生 (513名男性,532名女性,18至21岁) 进行的在线调查.
- 结构方程建模 (SEM) 用于分析测量和结构模型.
- SEM评估了学习自我效能,学习无助和倦怠的有效性和调解效应.
主要成果:
- 学习的无助感部分介绍了学习自我效能和倦怠之间的关系.
- 学习自我效能直接影响了男性学生的倦怠.
- 学习的无助感部分调解了女学生的自我效能和倦怠之间的联系.
结论:
- 提高学习自我效能可以减少学会的无助感对女学生的倦怠的影响.
- 这种保护作用在男学生中并不明显.
- 针对性干预,比如设定目标,对于男性学生来说是必要的,以防止倦怠.
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