中學生的班級環(huán)境學業(yè)自我及學業(yè)求助的關系-資料下載頁
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【正文】 Relationship to motivation and of Early Adolescence,1993,13:2143. 15 Arbreton goal orientation and helpseeking strategy : help seeking:Implications for learning and ,NJ:Erlbaum,1998:6194. 16 、:華中師范大學,2005. 17 、:河北師范大學,2005. 18 江光榮,2005,28(6):14431448. 19 Johnson D W,Johnson R goal structure:Cooperative,petitive,or of Educational Research,1974,44(2):213240. 20 ,2006,27(12):10401041. 21 ,2000,(4):3136. 22 、:福建師范大學,2006. 23 Moos R H,Moos B social climate and student absence and of Educational Psychology,1978,70:263269. 24 埃爾伯特?—:華東師范大學出版社,2001:910. Research on the Relationships of Middle School Students’ Class Environment、Academic Self and Academic Helpseeking Zhao Xiaoyun1,Guo Cheng2,Tan Dingliang1 ( of Educational Science,Nanjing Normal University,Nanjing 210097。 Center of Mental Health Education,South West University,Chongqing 400715) Abstract:The study investigated the relations of the 415 middle school students’ class environment、academic self and academic results showed:1)the students who perceptived their class environment having good interpersonal relationship,strict discipline,intense learning petition and light learning burden were more inclined to choose instrum ental helpseeking and less to choose executive helpseeking and avoidance of helpseeking。2) the students with higher scores of academic self were more inclined to choose instrumental helpseeking and less to choose executive helpseeking and avoidance of helpseeking。3) the students’ perception of class environment could effect their development of academic self,and the relation between teachers and students could effect their academic helpseeking through their academic self. Key words:middle school students。class environment。academic self。academic helpseeking
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