| 黄雅洁,徐乐杰.师范生归因方式、学业自我效能感与CET4成绩的关系——以安徽省某师范院校为例[J].陕西学前师范学院学报,2019,35(5):111-114 |
| 师范生归因方式、学业自我效能感与CET4成绩的关系——以安徽省某师范院校为例 |
| A Research on the Relationship between Attribution Style and Academic Achievement of CET-4 among Normal College Students— Taking a Normal College in Anhui Province as an Example |
| 投稿时间：2018-12-24 修订日期：2019-03-11 |
| DOI：10.11995/j.issn.2095-770X.2019.05.023 |
| 中文关键词: 归因方式 学业自我效能感 学习成绩 CET4 师范生 |
| 英文关键词: attribution style academic self efficacy academic achievement CET-4 normal college students |
| 基金项目:阜阳师范学院校级一般教学研究项目（2016JYXM17） |
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| 中文摘要: |
| 学习成绩受到诸多因素影响，其中探讨较多的是来自归因方式、学业自我效能感的影响。笔者以某师范院校440名本科生作为研究对象，施以“多维度多归因量表”（MMCS）和学业自我效能感量表，以CET4成绩为因变量，研究归因方式、学业自我效能感和学习成绩之间的关系。结果发现，归因方式与学习成绩之间的确存在间接因素，但学业自我效能感的中介作用并不显著。因而有必要对影响学习成绩的非智力因素进行深入探索。 |
| 英文摘要: |
| Academic achievement is affected by various factors,while attribution style and academic self efficacy were mentioned more than others.This paper conducted a survey of a sample with 440 teachers college students on multiple dimensional and more causal attribution scale (MMCS) and academic self efficacy scale,in order to clarify the relationship among attribution style,academic self efficacy and academic achievement by taking CET-4 scores as an independent variable.The results indicated that indirect factors exist in the relationship between attribution style and academic achievement,and academic self efficacy showed a non-significant mediated effect.Therefore,it is necessary to further explore the non-intelligence factors that may affect academic achievements. |
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