A Research On The Influence Factors Of College Students’ Academic Self-efficacy On The Basis Of Hidden Curriculum

Academic self-efficacy research is an important part of education research,which opens up a new perspective for education research,and it can develop quality education in an effective way,implement the party’s eighteen education instructions in a better way to some point,solve problems existing in our traditional education to some extent,take students internal motivation into consideration.Considering the limitations of qualitative descriptions of hidden curriculum in the past,the influence factors of college students’ academic self-efficacy adopts the related theories proposed by Bandura.This research attempts to combine the qualitative and quantitative research methods,to research the influence factors of college students’ academic self-efficacy on the basis of hidden curriculum,and to discuss the influence of relevant variables on academic self-efficacy.This context is under the background of hidden curriculum focusing on the influence factors of college students’ academic self-efficacy,which broadens the research perspective,and it provides the practical evidence for the universities education managers and for the front-line teachers as well.This study investigated 850 undergraduate students in Northwest Minzu University,as an example.Hidden curriculum can’t make invisible effects without students’ subjective feelings.This paper makes a preliminary exploration of cognition about hidden curriculum by the Questionnaire of Hidden curriculum cognition(internal consistency coefficient is 0.931)from the perspective of material-space,culture-psychology,organization-system and College students focus group interviews.Combining Social Support Questionnaire(internal consistency coefficient is between 0.890 to 0.940),Achievement Motivation Scale(internal consistency coefficient is 0.740),and College students’ academic self-efficacy questionnaire(internal consistency coefficient is 0.820),this text carries out the statistical analysis of the influence factors of college students’ academic self-efficacy on the basis of hidden curriculum.The results showed that there was no significant difference in gender,grade,nationality and major in terms of hidden curriculum cognition,but there was a significant difference in terms of college students academic self-efficacy.There was a significant positive correlation(P<0.01)among college students academic self-efficacy,hidden curriculum cognition,social support and its factors.There was a significant positive correlation(P<0.01)between students’ motivation of pursuing success and each factor of college students’ academic self-efficacy.There was a significant positive correlation(P<0.01)between students’ motivation of avoiding failures and college students’ academic self-efficacy.I found that hidden curriculum cognition and social support predicted college students’ academic self-efficacy variation of 14.5%,therefore,both of them played a common role in cultivating college students’ academic self-efficacy.Motivation of pursuing success predicted college students’ academic self-efficacy variation of 3.2%,therefore,both of them played a key role in cultivating college students’ academic self-efficacy.Combining the above results with the interview result of national colleges,this text carries out the analysis of the influence factors of college students’ academic self-efficacy on the basis of hidden curriculum.School plays a guiding role in academic self-efficacy of college students.Without teachers,school can’t implement the role of guidance.Parents are the first teachers of children,they take good care of the childrens’ psychology in addition to the teacher’s education.However,the above strategies help to improve students’ academic self-efficacy,individual subjective initiative plays a key role in promoting academic self-efficacy.This context attempts to build up four integrated intervention measures,which is titled as "college,teacher,family,individual".