初中生社会比较倾向归因方式与学业自我效能感的关系研究

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摘要：目的：探讨初中生社会比较倾向、归因方式和学业自我效能感的关系。方法：采用社会比较倾向量表（INCOM）、学业成就归因测试（MMCS分量表）和学业自我效能感问卷对210名六年级学生进行测量。结果：①在观点比较、情境归因和行为效能上存在显著的性别差异；②观点比较与能力效能、行为效能、学业自我效能感三者之间存在显著的正相关；能力比较与行为效能、学业自我效能感存在显著的负相关。③努力归因与能力效能、行为效能、学业自我效能感三者之间存在显著的正相关;情境归因、运气归因与能力效能、行为效能、学业自我效能感三者之间存在显著的负相关。④观点比较与努力归因存在显著的正相关；能力比较与能力归因、运气归因存在显著的正相关，与努力归因存在显著的负相关。⑤观点比较和努力归因可以正向预测学业自我效能感，能力比较和情境归因可以较好的负向预测学业自我效能感。能力比较可以负向预测努力归因，能力比较可以正向预测能力归因和运气归因，观点比较可以正向预测努力归因。⑥社会比较倾向和归因方式都对初中生学业自我效能感有预测作用，在社会比较倾向中采用观点比较的初中生，并且将学业成就归于努力的，其学业自我效能感水平也较高。42367

毕业论文关键词：社会比较倾向；学业成就归因；学业自我效能感

A Study on the Relationship of Social Comparison Process，Attribution Style and Academic Self-efficacy Among Junior Middle School Students

Abstract: Objective: to research A Study on the Relationship of Social Comparison process，Attribution style and Academic Self-efficacy Among Junior Middle School Students. Methods: investigating 210 students who come from tanghe Junior Middle School, and selecting the students of grade six as the population. This study chooses the Social Comparison process scale, Attribution scale and Academic Self-efficacy scale. The consequence show that: ①The gender difference in the junior middle school students’ viewpoint contrast, situation attribution and behavior efficacy are significant.②The viewpoint contrast and behavior efficacy, capacity efficacy ,academic self-efficacy have significant positive correlation , the capacity contrast and behavior efficacy, academic self-efficacy have significant passive correlation. ③The effort attribution and behavior efficacy, capacity efficacy, academic self-efficacy have significant positive correlation. The situational attribution ,lucky attribution and behavior efficacy, capacity efficacy, academic self-efficacy have significant passive correlation. ④The viewpoint contrast and effort attribution have significant positive correlation. The capacity contrast and capacity attribution, lucky attribution have significant positive correlation. The capacity contrast and effort attribution have significant passive correlation.⑤The viewpoint contrast and effort attribution significantly forecast Academic Self-efficacy in positive way. The capacity contrast and situational attribution significantly forecast Academic Self-efficacy in passive way. The capacity contrast significantly forecast effort attribution in passive way. The capacity contrast significantly forecast capacity attribution, lucky attribution in positive way. The viewpoint contrast significantly forecast effort attribution in positive way.⑥Social Comparison Process and Attribution Style have predicted effect on Academic Self-efficacy, Viewpoint contrast and effort attribution significantly forecast Academic Self-efficacy in a positive way.

Keywords: Social comparison process ; Attribution style; Academic Self-efficacy