The Perceived Academic Self-efficacy Of Senior High School Students On Chinese Language Learning:Situation Analysis And Cultivation Strategies

Perceived academic self-efficacy is one of the most important variables which concern whether students get good academic achievement and psychological health. Previous studies about the perceived academic self-efficacy are generally analyzed, but only a few of them have combined with concrete disciplines. When refers to the perceived academic self-efficacy on Chinese language learning, previous studies mainly focused on the middle and primary school students and most of them used the qualitative analysis. Based on this research situation, the intention of current study is to give a further quantitative analysis to the perceived academic self-efficacy of the senior high school students on their Chinese language learning.In the current study, we analyzed this perceived academic self-efficacy mainly by using the literature, questionnaire, classroom observation and interview methods. Firstly, we through the literature method to classify the existing researches about the perceived academic self-efficacy. Secondly, by using the questionnaire, classroom observation and interview methods, we did a deep investigation to the current situation and influence factors of the perceived academic self-efficacy within a sample of452Chinese senior high school students. Finally, based on the analysis of the above two materials, we proposed the cultivation strategy about the perceived academic self-efficacy of the senior high school students on their Chinese language learning.This dissertation centred on the perceived academic self-efficacy on Chinese language learning, and composed by five parts.Part one is the introduction. In this part, to expound the topic selection reason of this study, we put forward the problem at the beginning of this part. Then we propose the existing theoretical basis as the support of whole study. After that, we also defined the core concept and declared research contents. Finally, through classifying the existing researches, we also raised the research prospect.Part two is the study design. In this part, the purpose and the value of research, the research approach and methods, as well as the important and the difficult points, all of them were explained.Part three is about the current situation of senior high school students’ perceived academic self-efficacy on their Chinese language learning. Analyses of those contents are processed as the following four aspects:(1) Aspect one is the questionnaire compiling about the senior high school students’perceived academic self-efficacy on Chinese language learning. The questionnaire is composed by56items with a good structural validity as well as high internal consistency reliability as0.910. Through the exploratory factor analysis, we ascertain the structure of senior high school students’perceived academic self-efficacy on the Chinese language learning. For example, its structure can be divide into two main factors, which can be named respectively as positive perceived academic self-efficacy on Chinese language learning (e.g., perceived objectives achieving, self-prediction, self-assurance, perceived talent, conviction achievements, and perceived effort) and negative perceived academic self-efficacy on Chinese language learning (e.g., perceived self-doubt sense, undesirable environmental feeling, perceived disturbing sense, perceived helplessness)(2) Aspect two is the questionnaire survey about the perceived academic self-efficacy of452senior high school students on their Chinese language learning. This survey was also support by classroom observation and interviews.(3) Aspect three is current situation analysis about the perceived academic self-efficacy of senior high school students on their Chinese language learning. The overall situation analysis showed that the senior high school students’perceived academic self-efficacy on Chinese language learning is good on the whole, and the individual difference is not obvious. Besides, the analysis of the related variables showed that this perceived academic self-efficacy also has significant interaction with many factors, such as the grade, gender, age, learning achievement, teacher-student’s relationship, classroom atmosphere, class learning culture and the parents’cultural degree. However, no significant interaction was found between the teachers teaching style and it.(4) Aspect four is the analysis of influence factors about this perceived academic self-efficacy. Here this content is processed mainly through two ways. First, we analyzed the personal influence factors, such as person physiology characteristics, personal psychological characteristics and Chinese language learning performance. Second, we analyzed the environmental influence factors, such as school environment (e.g., teacher-student’s relationship, classroom atmosphere, class learning culture) and family environment (e.g., parents’culture, parents’expectation)Part four is the cultivation strategies about how to improve the perceived academic self-efficacy of senior high school students on Chinese language learning. By analyzing the existing condition and the influence factors, we raised the training strategies about the senior high school students’perceived academic self-efficacy on Chinese language learning.(1) As far as the school and teachers, they should consider the following suggestions:①Effective teaching; for example, guiding the students to carry on the positive study which combined with the different grade characteristics; adjusting the teaching to meet the individual needs which according the students’age characteristics; stimulating students’ Chinese learning motivation, and enhancing Chinese language academic performance; arousing students’learning self-confidence, and establishing the positive study emotion.②Effective learning environment; for example, building good class learning culture, establishing a democratic and open classroom atmosphere, and constructing harmonious relationship between teachers and students.③Effective learning evaluation; for example, defining the requirements of effective Chinese learning evaluation, and then changing the evaluation mechanism and implementing successful education.(2) As far as the parents, they should consider how to establish effective family environment, such as forming a reasonable upbringing mode and grasping the expectation scale.Part Five is the research conclusion. Through summarize the research results, this part put forward the research conclusion, and then paint an end for the whole dissertation.