【作者】 衣海霞；

【导师】 韩映雄；

【作者基本信息】 华东师范大学 ， 高等教育学， 2011， 硕士

【摘要】 随着社会的发展与教育生态学研究领域的不断扩展,班级环境研究日益受到各国教育心理学家的广泛关注,已逐步成为教育心理学、教育社会学、环境心理学领域中的一个热点课题。目前国内外很多学者对中小学班级环境做了大量的研究,表明班级环境对学业效能感有积极的影响作用。但在高等教育领域,目前国内有关班级环境的研究尚处于起步阶段。本研究在对该研究领域的相关理论和实证研究进行综述分析的基础上,以上海某高校的专科生为主要研究对象,对380份问卷进行了统计分析。研究把班级作为一个具有独特功能和作用的有机体,在了解专科生班级环境现状及自我学业效能感现状的基础上,采用相关分析、回归分析等统计方法对专科生班级环境与学生学业效能感的关系进行了研究。研究的主要结论如下：第一,专科生总体对班级环境的评价较高,有显著的年级和班级差异,但不存在显著的性别、专业、生源地和家庭经济情况的差异。第二,专科生学业效能感的总体水平较高,有显著的年级差异,不存在显著的性别、班级、专业、生源地和家庭经济情况的差异。但他们的学习能力效能感却有显著的性别和年级差异；而学习行为效能感不存在性别、专业、年级、班级、生源地和家庭经济情况的显著差异。第三,专科生班级环境与学业效能感之间存在显著相关。其中任务取向、同学合作、教师支持对学生能力效能感有显著的正向预测作用；同学合作、学生参与、物理环境和同学凝聚力对学生行为效能感有显著的正向预测作用。第四,总体而言,专科生班级环境对学业效能感具有良好的预测作用。更多还原

【Abstract】 With the social development and the expansions of ecological education research, the classroom environment research increasingly cause concern of psychologists widespread in various countries, and it has become a hot topic subject in the field of education sociology, educational psychology, environmental psychology and science education. Until now, there are amount of study on classroom environment in primary and middle school, and the results have demonstrate that classroom environment has a positive effect on academic self-efficacy. The related study in the area of higher education is just on and it needs a lot more concern.In this study, based on the analysis of the theoretical and empirical research in this area, the author conducted a survey on 380 college students of a university in Shanghai.The study takes class as a organism with unique function and role, based on the study of the status of classroom environment and academic self-efficacy of college students, the author makes correlation analysis, regression analysis and other statistical methods to analyze the relation between class environment and academic self-efficacy of college students.The main conclusions of this study are as follows:Firstly, the overall level of class environment of college students is high, and there is a significant difference in grades and classes, there is no significant difference in gender, major, birth place and family economic condition. Secondly, the overall level of academic self-efficacy of college students is high, and there is a significant difference in grade, there is no significant difference in gender, class, major, birth place and family economic condition. Learning ability efficacy has significant differences in gender and grade; learning behavior efficacy has no significant differences in gender, major, grade, class, birth place and family economic condition. Thirdly, the classroom environment and academic self-efficacy of college students is significantly correlated. And task orientation, student collaboration, teacher efficacy support a significant positive predicting effect on students’learning ability efficacy; student cooperation, student participation, the physical environment and the cohesion of student support a significant positive predicting effect on learning behavior efficacy.Forthly,the classroom environment of college students has a good predicting effect on academic self-efficacy.更多还原