Intervention Study On Academic Self-efficacy Of College Students In Information Technology Environment

Talent development has received extensive attention in today’s world. As an essential steps and key baselines of the talent development, Chinese Higher Education has been focusing mainly on knowledge accumulation, but the cultivation of students’ psychology quality has been ignored, which leads to frequent psychological problems. The studies regarding prevention, diagnosis, and so on, have been expanded, which have achieved great results in both theory and practice.It is notable that information technology as an advanced technology strongly has pushed the reform of education and become an effective tool to support teaching and learning. However there are few studies related to the use of IT methodology with psychological problems intervention. Thus, using IT to solve psychological problems and improve psychological quality of college students is a new research field, which should require high concern of educational and technical researchers.Academic self-efficacy is an individual’s belief in the learning activities of self-incapacitated speculation and subjective judgments. It is a psychological factor which has a role as a bridge between the external behavior and internal cognitive performance. It should have a great impact on the individual’s self-development, and learning activities and motivation. With the evolution and development of the era, higher learning capability, large knowledge base and cognitive ability based on higher education for college students are requested. It is more important to pay attention to the development of learner’s self-efficacy. IT enables the students’ psychological intervention more three-dimensional environment, more diversity intervention tools, and more extensive scope of intervention. Therefore IT is more helpful and conducive to explore rich and diverse intervention programs on college students’ academic self-efficacy.This study selects academic self-efficacy as an entry point, takes the current status of Academic Self-Efficacy within college students as the realistic basis, takes the social cognitive theory as the theoretical basis and IT as the environmental support, carrying out the empirical research in the real teaching situation, in order to design and practice diversity intervention programs on college students’ academic self-efficacy through a variety of ways like the environment, resources and activities. The study includes the following three parts:(1) Investigation on the status of academic self-efficacyThe research chooses an appropriate measurement tool through a comprehensive analysis of the existing academic self-efficacy scales or questionnaires, carrys out the survey on the status of academic self-efficacy, and then conducts an in-deep study on missing features in the academic self-efficacy of the students based on the results of the survey.(2) The design study of academic self-efficiency intervention for college studentsThe research designs the intervention content of self-efficiency based on the general information and missing features of the college students, establishes the “trinity” self-efficiency intervention mechanism based on the causality discussion of triadic reciprocal determinism regarding human psychology and behaviors, designs the self-efficiency intervention model in the framework of perception, motion, strengthening, and migration. Additionally, based on the intervention content, intervention mechanism and intervention model of self-efficiency, the research designs the self-efficiency intervention implementation frameworks. At the same time, on the basis of online communication technology, online teaching platform, social media, portable devices, establishes the seamless interactive learning environment and the enhanced classroom learning environment, which is regarded as the technical environment of self-efficacy intervention implementation.(3) Empirical study of academic self-efficiency intervention for college studentsIn order to investigate the intervention effect of academic self-efficacy, the study selects the context of self-regulated learning and collaborative learning to conduct the experiment. The research conducts a series of empirical studies under the seamless learning environment and the enhanced classroom learning environment, to explore the effective intervention strategies under the real teaching scenario.This study mainly derives the following conclusions:(1) From the status of college students’ academic self-efficacy research we can see that academic self-efficacy can be subdivided into learning ability self-efficacy, knowledge control self-efficacy, learning state self-efficacy and learning habits self-efficacy. Survey results show that college students’ academic self-efficacy is in the middle level, but it is unbalanced in the four aspects. while the level of learning ability self-efficacy and knowledge control self-efficacy is better than the level of learning state self-efficacy and learning habits self-efficacy.(2) From the empirical research on college students’ academic self-efficacy intervention we may find that the implementation framework of academic self-efficacy intervention has show strong guidance and normative role on the context of both self-regulated learning and collaborative learning. Specifically, with the guidance of self-efficiency intervention mechanism, the intervents strategies have a strong positive effect on enhance college students’ academic self-efficacy. In the stages of perception, motion, strengthening, and migration, the academic self-efficacy levels of the college students have been show varying degrees of improvement. In addition, students have show strong acceptance and willingness to participate the experiment on the use of information technology.The innovations of this research are mainly reflected in two aspects: the research perspectives and the research ideas. On the one hand, the research perspectives have been extended to the cross field of cognitive psychology, information technology and science, to explore the effective ways to measure the psychological problems by IT intervention and to build an effective intervention programs for college students’ academic self-efficacy, which not only provides a new perspective on the intervention study of educational psychological problems, but also expands a new application area for educational technology. On the other hand, during the design process of academic self-efficacy intervention, the existing mode focusing on the classic information sources of self-efficacy, such as the personal experiences, alternative experience, verbal persuasion, physiological and emotional state has been broken.Based on the theoretical hypothesis of the causal model of individual psychology and behavior in Triadic Reciprocal Determinism, this thesis has established the "personal, behavioral, environmental" intervention mechanism, which enhancing to implement continuous intervention on the stages of perception, motion, strengthening, and migration. The intervention model of academic self-efficacy can enrich and broaden the research ideas on analysis and processing education issues.