班主任教师班级管理效能感对学生学习态度及其与学业效能间关系的影响

研究目的在于验证班主任教师的班级管理效能感对学生学习态度等方面有正向预测作用及其对学生学业效能和学习态度间的关系具有调节作用的假设。通过对109个班级的班主任教师和3066名三到六年级的小学生进行问卷调查,多层线性模型(HLM)分析结果表明:(1)在控制学生性别影响时,学生的学习态度、学习方法和学习技术存在显著的班级水平差异;学生学业效能对学生学习态度、学习方法和学习技术有显著的预测作用,且这一影响强度存在显著的班级水平差异。(2)在控制教师所教年级的影响下,班主任教师班级管理效能的高低对学生学习态度、学习方法和学习技术的班级差异具有显著的预测作用,班主任教师班级管理效能感高的班级,学生学习态度越积极;(3)班主任教师班级管理效能感对学生学业效能与学生学习态度和学习方法之间的关系具有显著的调节作用,班主任教师班级管理效能感越高,学生学业效能对学习态度和学习方法的影响越弱,反之班主任教师管理效能感低的班级,学生学业效能感对学习态度的影响较大。

The Effects of Head Teachers' Classroom Management Self-efficacy on Students' Attitudes towards Learning and its Relationship with Academic Efficacy

Head teachers' self-efficacy in classroom management was hypothesized to influence students' attitudes toward learning and relations between students' academic efficacy and attitudes toward learning. These hypotheses were tested in a sample of 109 primary school classes consisting of 109 head teachers and 3066 students grades 3 to 6. The hierarchical linear modeling analysis revealed that after controlling students' gender, the means of students' attitudes toward learning, learning method and learning technique, respectively, were significant different across classes, also the difference effects of students' academic efficacy on them were founded. When accounting for the grade of teaching, the results indicated that the higher the head teachers' self-efficacy in classroom management, the higher class means of students' attitudes toward learning. Moreover, head teachers' self-efficacy in classroom management moderated the relation between students' academic efficacy and attitudes toward learning. For students' learning method and technique, the similar results were obtained, suggesting that student-level relations were weakened by head teachers' characteristic.