Biology Teaching High School Students Self-efficacy Of Psychological Factors And Their Solutions

Self-efficacy is a theoretical topic and widely practical value in all kinds of fields. The theory of self-efficacy is applied to educational field and paid more attention. Students' self-efficacy plays an important role in the students' learning efficiency and academic achievement. Cultivating students' self-efficacy which is an important educational goal has practical value to the reform of education in china. First the thesis studied the impact of age and sex on self-efficacy. The result was analyzed by AVON and conclusion was drawn that age and sex have no significant effect on self-efficacy. Then the relationship among learning strategy, achievement attribution and goal, motivation, academic achievement, IQ score and self-efficacy was explored further. After the correlation of multi-variables was analyzed, the conclusion was drawn that the above variables were significantly correlated with self-efficacy. Further research was conducted whether the above variables have a strikingly predicating effect on self-efficacy. The result of the research was analyzed by Regression and then the conclusion was drawn that such variables as motivation orientation, cognitive strategy, manageable strategy, achievement goals, attribution orientation, IQ scores, and academic achievement have a predicating effect on self-efficacy. The coefficient is 0.625 and the variant is 39%. The data was analyzed by SPSS to test the hypothesis concerning the constructing model of cause and effect, and the self-efficacy is resultant variable; such variables as learning strategy, achievement attributions, achievement goal, motivation, academic achievement, IQ score is predicating variable. In conclusion, the self-efficacy is related to such variables as internal motivation orientation, cognitive strategy, manageable strategy, control goal orientation, external attribution orientation, IQ score and academic achievement. The degree of influence on self-efficacy rankes from high to low: internal-motivation orientation, cognitive strategy, manageable strategy, control goal orientation, IQ score, academic achievement, and external attribution orientation which lowers self-efficacy. The other variables could facilitate self-efficacy. Such variables as cognitive strategy, manageable strategy, control goal orientation directly and strikingly influenced internal-motivation orientation while other variables (IQ score, academic achievement, external attribution orientation) have strikingly direct effect on cognitive strategy, manageable strategy and control goal orientation. However, metacognitve strategy, achievement goal orientation and internal-attribution orientation have no strikingly direct effect on self-efficacy. The results provided countermeasures to improving students' self-efficacy. The countermeasures as follows: improving internal attribution orientation, cognitive strategy ability, manageable strategy ability, the level of control goal orientation, IQ score and academic achievement; lowering the level of external attribution orientation.