The Combined Effects of Classroom Teaching and Learning Strategy Use on Students’ Chemistry Self-Efficacy
The Combined Effects of Classroom Teaching and Learning Strategy Use on Students’ Chemistry Self-Efficacy
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课堂教学与学习策略运用对学生化学自我效能感的综合影响
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发表时间：
2015
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通讯作者：
D. Cheung
中科院分区：
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作者：
D. Cheung
要使学生在学校化学中取得成功，强烈的自我效能感是必不可少的。化学自我效能感是学生对自己完成特定化学任务的能力的信念。根据班杜拉（Psychol.Rev.84：191-215，1977），学生从四个来源获得关于他们自我效能水平的信息：表现成就，替代经验，言语说服和生理状态。目前还没有研究探讨化学课堂教学策略如何为学生提供这四种自我效能感信息源的积极体验，以及教学策略如何促进学生的化学自我效能感。在本研究中，问卷项目被构造来测量学生对教学策略的看法，称为效能增强教学，它可以提供积极的经验与四个来源的自我效能信息。结构方程模型，然后应用到测试一个假设的中介模型，假设效能增强教学积极影响学生的化学自我效能感，通过他们使用的深度学习策略，如元认知控制策略。全港九间中学共五百九十名化学系学生参与是次调查。中介模型为学生数据提供了很好的拟合。效能提升教学对学生的化学自我效能感有直接的影响。效率提升教学也直接影响学生对深度学习策略的使用，进而影响学生的化学自我效能感。最后，本研究探讨这些发现对发展中学生化学自我效能感的意涵。
For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students’ beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191–215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students’ chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students’ chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students’ chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students’ use of deep learning strategies, which in turn affected students’ chemistry self-efficacy. The implications of these findings for developing secondary school students’ chemistry self-efficacy are discussed.