高级小学生与多音节词语相关的自我效能,影响和回避:一项探索性研究
Zoi A Traga Philippakos1, Margaret Quinn2, Adalea Davis1
1Theory and Practice in Teacher Education, The University of Tennessee, Knoxville, Knoxville, TN, United States.
Frontiers in psychology
|August 22, 2025
概括
这项研究开发了一个调查问卷来评估高年级的小学生.
科学领域:
- 教育心理学
- 识字研究
- 儿童发展
背景情况:
- 多音节文字的阅读和拼写对于初级识字至关重要.
- 了解学生对自己的能力的看法对于有效的教学至关重要.
- 现有的评估可能无法完全捕捉学习者对复杂词语结构的体验.
研究的目的:
- 开发和验证一个评估阅读和拼写多音单词的问卷.
- 了解小学生的自我效能,影响力和与大字相关的回避力.
- 为发展识字提供有针对性的教学资源.
主要方法:
- 使用探索性因素分析 (EFA) 来验证问卷.
- 其中包括108名3至5年级的学生.
- 这项研究研究了问卷因素与阅读指标之间的相关性.
主要成果:
- 三个因素出现了:对过程/任务的自我效能,影响和回避.
- 自我有效性和影响与阅读指标相关;避免没有.
- 教学干预导致了自我效能的增长,
结论:
- 这份调查问卷有效地测量了学生对多音节文字的阅读和拼写的看法.
- 自我效能和影响力是影响复杂词语阅读成功的关键因素.
- 有针对性的教学可以积极影响学生的信心和阅读具有挑战性的词语的感受.
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