The Research On Academic Self-Efficacy Of Full-Time Self-Taught Students In Universities

With the rapid development of self-taught higher education examination, the full-time self-taught students have already become a large and important part of college students. However, compared with the college students enrolled through the national examination, full-time self-taught students have their own special psychological characteristics and learning needs, and it deserves more attention. The academic self-efficacy on study is the display of the self-efficacy, which plays an important role in affecting the academic behavior and academic achievement. As an important part of non-intellectual factors, academic self-efficacy has huge hidden value on students’ academic development and personality development. It is not only the power source of the students’ academic behavior but also the necessary condition for students’ sustainable development. As for the full-time self-taught students, there are some common phenomena:lack of learning motivation, lack of self-confidence and low in spirits of study etc. However, we don’t pay enough attention to them, much less to study the academic self-efficacy of full-time self-taught students. Whether considered from the perspective of individual development or social development needs, improving full-time self-taught students’ academic self-efficacy has important significance.This research based on the full-time self-taught students in Zhejiang Normal University. Through the form of questionnaire and interview, I try to understand the basic situation of full-time self-taught students’ academic self-efficacy and try to find the influencing factors. On this basis, I have proposed relevant countermeasures to develop their academic self-efficacy, enhance learning motivation and beliefs, and promote the realization of the healthy and sustainable development. This research can be divided into four parts:The first part mainly explains the basic situation of self-taught examination in Zhejiang Normal University, including school conditions, school system, educational scale, teaching management and daily management of students;The second part analyzes the overall situation of the full-time self-taught students’ academic self-efficacy and summarizes the characteristics according to the questionnaire and interview survey;The third part finds and analyzes the main factors that result in lower academic self-efficacy based on the further analysis of interview;The fourth part provides effective suggestions to improve the full-time self-taught students’ academic self-efficacy based on the present situation of full-time self-taught examination and self-taught students’ academic self-efficacy.