教师教学效能感：结构与影响因素的研究

为研究区分教师教学效果的一个重要变量──教学效能感,采用教师教学效能量表对３８２名中学教师及其相应的在校大学生进行了测查．因素分析结果表明,教师数学效能感可以分为一般教育效能感和个人教学效能感两个方面,这与班杜拉的自我效能理论和Ａｓｈｔｏｎ的教师教学效能感模型相一致．通过对可能影响教师数学效能感因素的考察发现,教龄因素对教师一般教育效能感和个人教学效能感有不同的影响,随教龄的增加,教师的一般教育效能感呈下降趋势,而个人教学效能感表现出上升的倾向．特别是,在校大学生与已从事教育工作的教师,在教学效能感的两个维度上存在着显著的差异;性别和学历因素对教师教学效能感不存在显著的影响．     

目标定向与适应:社会自我效能感的中介作用

通过对176名大学新生3个月的纵向研究,采用探索性因素分析、信度分析和回归分析等方法对目标定向与适应的关系以及社会自我效能感在其中的中介作用进行了深入研究。结果表明,(1)学习目标定向能够有效地预测个体的学业适应、社会适应和心理适应;而成绩目标定向对三类适应都无显著性影响;(2)社会自我效能感在学习目标定向与社会适应、心理适应之间具有完全中介效应,而对学习目标定向与学业适应之间没有中介作用;(3)社会自我效能感对学业适应无显著性影响。     

学习自我效能感:是一般的还是针对特殊领域的?

自我效能感的一般与特殊问题直接关系到对自我效能感本质的理解,是自我效能感研究的一个重要理论问题。本文运用自编和他人编制的一般自我效能感量表和各种不同层次的学习自我效能感量表,对各层次的自我效能感与学习领域各层次的行为表现间的关联进行了考察,试图对学习自我效能感是一般的还是针对特定领域的这一问题作出回答。研究结果发现:各种层次的学习自我效能都会对学习成绩产生预测作用;越特殊的自我效能对相应学习领域影响越大。这既说明针对特殊领域的自我效能对具体行为有更大的预测性,也在某种程度上说明了一般学习自我效能的存在与作用。     

大学生学习自我效能感的测量与干预研究

本研究编制了大学生学习自我效能感问卷,经对478名大学生实施测试,探索性因素分析与验证性因素分析的结果发现,所研制的大学生学习效能感问卷具有符合心理计量学和班杜拉自我效能感理论要求的特点。并对64名大学生研究被试实施干预训练,证明通过学习策略的辅导与学习心理效能训练,学习者的学习效能感能够得到提升。对学习目标的有效调控、学习情境的营造与选择、学习策略与学习方式的善用对学习效能感具有关键性作用。     

初二学生知觉到的教师期望、自我价值感与自我效能的关系研究

以 2 55名初中二年级学生为被试 ,采用验证性因素分析和多元回归方法对教师期望、自我价值感及自我效能的关系进行研究。结果表明 :(1 )人口统计学变量 (性别和班别 )对教师期望、自我价值感及自我效能有影响。 (2 )教师期望与自我价值感和自我效能相关显著 :积极效应与自我价值感及自我效能的各维度呈显著正相关 ,消极效应与自我价值感及自我效能各维度呈显著负相关。 (3 )在控制了人口统计学变量后 ,教师期望与自我价值感仍对自我效能各维度具有较强的预测作用。 (4)自我价值感在教师期望对自我效能各维度的影响上起到了中介作用     

成就目标导向对创业行动效能的影响研究

在调查基础上,本文研究了成就目标导向对创业行动效能的影响。研究结果表明,学习目标导向与自我效能感及创业行动效能存在正相关,业绩接近目标导向与自我效能感及创业行动效能存在较弱的负相关．业绩回避目标导向与自我效能感及创业行动效能存在较高的负相关;自我效能感对创业行动效能具有显著影响;自我效能感在成就目标导向对创业行动效能的影响中起中介作用。     

工作场所中员工创新的内驱力：员工创造力自我效能感

自我效能感在创新领域具体运用后,发展为创造力自我效能感, 是指个体对创造成功的信念。以往的研究多集中于教育领域。随着员工创新在组织创新中地位提升, 研究者发现, 对创新成功所抱有的信念是支撑员工将创新行为实施到底的重要内在力量, 创造力自我效能感的研究开始向组织领域拓展。文章对创造力自我效能感在组织领域的最新研究进行归纳,总结了影响员工创造力自我效能感的主要因素：领导支持、工作的复杂度等;提炼了员工创造力自我效能感与员工创新的关系, 说明员工创造力自我效能感无论是作为员工创新心理的一个维度, 还是作为一个独立变量在个体创新机制中起中介或者调节作用, 均与员工创新紧密相关; 最后, 提出下一步的研究需要对员工创造力自我效能感的测量以及影响因素进行深入研究, 为管理实践提供更多的理论依据。     

计算机使用中的自我效能感

计算机自我效能感（computer self－efficacy,CSE）是自我效能感理论在计算机培训、计算机辅助技术使用等行为活动中的应用。该文综述了CSE对计算机操作的重要影响。该文也在原有CSE分类（一般CSE与特殊CSE）基础上,提出软件CSE与硬件CSE。另外该文也讨论了影响CSE的各个变量以及这些变量间的关系。最后该文指出了CSE的现有研究特点与未来研究取向。     

青少年人际压力、人际自我效能感与社交适应行为的关系

采用《青少年社会适应量表》、《青少年人际压力量表》和《青少年人际交往自我效能感问卷》对916名中学生进行施测,探讨青少年人际压力、人际自我效能感与社交适应行为之间的关系以及人际自我效能感在其中所起的作用。结果表明,人际压力与人际自我效能感、社交适应行为之间均存在显著负相关,人际自我效能感与社交适应行为呈显著正相关;人际自我效能感在青少年同伴压力、家庭环境压力与社交适应行为关系之间起着部分中介作用。     

中学骨干教师人格特质、一般自我效能感及其关系

该研究旨在了解中学骨干教师的人格特征、一般自我效能感特征,以及两者之间的关系。采用卡特尔16人格因素问卷以及一般自我效能感量表,随机选择参加江西省骨干教师、骨干班主任培训的286名中学教师进行测查。结果:1)中学骨干教师人格特质存在性别差异和学科差异;2)中学骨干教师一般自我效能感较高,但与性别、学科、教龄、职称等均相关不显著,教龄和一般自我效能感总体上呈倒U型曲线变化趋势;3)人格特质与自我效能感相关显著,稳定性、恃强性、自律性、忧虑性等4种人格特质比其它人格特质更能预测一般自我效能感的变化。结论:中学骨干教师人格特质具有自身的优越性,一般自我效能感水平较高,人格特质能够预测一般自我效能感的变化。     

Development and validation of a measure of cognitive and behavioural social self-efficacy

Although social self-efficacy appears influential across a broad spectrum of human behaviour, existing adult measures of social self-efficacy have conceptual and psychometric limitations. The current research brought together the realms of trait social intelligence and self-efficacy to develop and evaluate a measure of social self-efficacy which for the first time included assessment of cognitive domains of social self-efficacy. Items were administered to 301 participants, along with measures of general self-efficacy, subjective wellbeing, social anxiety, depression, general anxiety, and stress. An exploratory factor analysis (Maximum Likelihood with Direct Oblimin extraction) revealed two interpretable factors that were labeled “Social Understanding Self-efficacy” (cognitive) and “Social Skill Self-efficacy” (behavioural). Construct and criterion validity were evident and internal consistency and test–retest reliability were good. It was concluded that the new 18-item measure has sound psychometric properties. As such, this measure may serve as a meaningful tool for researchers and clinicians. While theoretical and empirical frameworks informed the current research, given the exploratory nature of this study, future research should further investigate the psychometric properties of this measure using confirmatory factor analysis and by examining the predictive validity of this measure in a clinical context.     

Self-Efficacy in Romantic Relationships: Prediction of Relationship Attitudes and Outcomes

ABSTRACT

Three studies examine discriminant and predictive validity of a self-report measure of self -efficacy in romantic relationships (Self-Efficacy in Romantic Relationships; SERR). Study 1 indicates SERR scores predict relationship anxiety and expectations of relationship success when general self-efficacy, self-esteem, social desirability, and efficacy beliefs about relating to specific relationship partners are considered. Study 2 indicates SERR scores predict later relationship satisfaction and commitment when relationship type and length are considered. Study 3 indicates that SERR scores predict later relationship outcomes when other self-efficacy indicators are considered. The SERR assesses broad feelings of relationship self-efficacy, independent of specific relationships or partners.     

自我管理研究回顾与展望

自我管理是个体主动应用认知及行为策略对自身的思维、情绪、行为以及所处环境等进行目标管理的过程。自我管理对于人们的学习、生活、毕生发展等有着非常重要的意义。该文通过对自我管理的概念、理论基础、评估方法及已有的测量工具等内容的系统回顾,总结了自我管理强调个体的主动性、目标导向性以及行为和认知策略的运用等特点,在对已有研究存在的主要不足进行分析的基础上,指出自我管理研究将更加关注普通正常个体的整体自我管理水平的测量和培训     

Cognitive Indicators of Social Anxiety in Youth: A Structural Equation Analysis

Previous studies have demonstrated significant relationships among various cognitive variables such as negative cognition, self-efficacy, and social anxiety. Unfortunately, few studies focus on the role of cognition among youth, and researchers often fail to use domain-specific measures when examining cognitive variables. Therefore, the purpose of the present study was to examine domain-specific cognitive variables (i.e., socially oriented negative self-referent cognition and social self-efficacy) and their relationships to social anxiety in children and adolescents using structural equation modeling techniques. A community sample of children and adolescents (n = 245; 55.9% female; 83.3% Caucasian, 9.4% African American, 2% Asian, 2% Hispanic, 2% “other,” and 1.2% not reported) completed questionnaires assessing social cognition and social anxiety symptomology. Three latent variables were created to examine the constructs of socially oriented negative self-referent cognition (as measured by the SONAS scale), social self-efficacy (as measured by the SEQSS-C), and social anxiety (as measured by the SPAI-C and the Brief SA). The resulting measurement model of latent variables fit the data well. Additionally, consistent with the study hypothesis, results indicated that social self-efficacy likely mediates the relationship between socially oriented negative self-referent cognition and social anxiety, and socially oriented negative self-referent cognition yields significant direct and indirect effects on social anxiety. These findings indicate that socially oriented negative cognitions are associated with youth's beliefs about social abilities and the experience of social anxiety. Future directions for research and study limitations, including use of cross-sectional data, are discussed.     

Self-efficacy and social support as predictors of smoking after a quit attempt

Abstract

The current study examined self-efficacy and social support as predictors of maintenance after an attempt to stop smoking. As in previous studies, self-efficacy at the end of treatment was a significant predictor of reported smoking during the follow-up period. At 3 months after treatment the prediction from self-efficacy was weaker than a prediction from the level of post-treatment smoking. However at 10 months self-efficacy was the strongest predictive variable assessed in the study. In contrast, social support for the quit attempt was not a significant predictor of maintenance at any stage. The results provided qualified support for the contention that self-efficacy can often be a more powerful predictor than previous performance attainments, especially under conditions of greater situational change.     

A Protocol for Improving Loneliness in People with Multiple Sclerosis

Loneliness is a subjective and unpleasant emotional state that occurs when people feel social networks or social relationships are deficient in some way. People with multiple sclerosis are often lonely and frequently withdraw from participating in meaningful social activities. Common symptoms, such as cognitive changes, decreased physical functioning, fatigue, incontinence, visual changes, or depression, may contribute to decreased social participation, which can lead to loneliness. This article presents an intervention protocol for improving loneliness in people with multiple sclerosis. This protocol is based on Bandura’s Social Learning Theory, which focuses on improving self-efficacy to reduce loneliness in people with multiple sclerosis.     

高一学生应对灵活性及其影响因素的研究

本研究采用问卷调查和实验室任务相结合的方法,对59名高一学生进行一个月的跟踪调查,对结果进行聚类分析,旨在探寻高一学生在应对灵活性方面表现出的不同风格,同时从自我效能感、社会支持两方面探讨影响高一学生应对灵活性的主观和客观因素。研究结果表明:(1)聚类分析得到高一学生应对灵活性的四种类型:应对灵活型,积极不灵活型,消极不灵活型和积极不一致型;(2)应对灵活型和积极不灵活型被试的控制感显著高于消极不灵活型和积极不一致型;策略选择方面,积极不灵活型、积极不一致型倾向于使用问题焦点应对,应对灵活型、消极不灵活型倾向于使用情绪焦点应对;(3)自我效能感和社会支持在一定程度上可对应对灵活性类型产生预测作用,应对灵活型学生的自我效能感和对社会支持的利用度明显高于其他三类学生。研究结果有助于我们深入了解高中学生的适应问题。     

自我效能感、社会比较与成就目标的关系研究

目的采用学业自我效能感问卷、社会比较量表和成就目标定向量表,选取湘潭地区中学生,共计403名有效被试为对象进行研究,探讨中学生自我效能感、社会比较与成就目标的关系。结果发现,不同性别、年级中学生在成就目标、自我效能感和社会比较上的存在显著性差异;中学生自我效能感、成就目标和社会比较有显著相关;自我效能感与社会比较对成就目标有显著预测作用。     

社会支持对震后青少年创伤后应激障碍和创伤后成长的影响:自我效能感的中介作用

本研究采用创伤暴露问卷、社会支持问卷、自我效能感量表、创伤后应激障碍症状核查表和创伤后成长问卷,在汶川地震8.5年后对地震极重灾区的1185名中学生进行调查,考察社会支持对创伤后应激障碍（PTSD）和创伤后成长（PTG）的影响,并检验自我效能感在其中的中介作用。结果发现：在控制创伤暴露程度、性别和年龄等变量后,社会支持不仅可以直接负向预测PTSD、正向预测PTG,也可以通过自我效能感的中介作用负向预测PTSD、正向预测PTG。这表明,自我效能感在社会支持与PTSD、社会支持与PTG的关系中都具有部分中介效应。