摘 要

学业自我效能感对职业教育具有深远影响。由于学业自我效能感纷繁复杂，对其把握却绝非易事，需要专题研究探索，以明晰学业自我效能感的结构模型与影响因素，并积极思考改善之道。

本研究运用班杜拉的三元互动理论、社会适应理论和社会比较理论，解构学业自我效能感的结构特征与影响因素。采用混合研究方式，主要包括问卷调查和个案研究。运用问卷调查法、访谈法、观察法、对照实验法等来收集数据，运用SPSS20.0和Nvivo10等工具来分析数据，从典型性和代表性角度对试点学校进行研究，回应职校生学业自我效能感的“结构特征”与“影响因素”这两个研究问题。重要结论有：

其一，职校生学业自我效能感的结构呈复杂交错模型。职校生学业自我效能感的结构呈“魔方”状，分为学习能力、学习行为、环境感知三个维度。其中，学习能力维度包括专注力、成就感、自信心、灵活度、反思力五个方面；学习行为维度包括习惯学习、联想学习、相关学习和推理学习四个方面；环境感知维度包括环境适应和环境改造两个方面。

其二，职校生学业自我效能感水平呈现人口学差异。对试点学校1809名学生的分析表明：职校生学业自我效能感总体水平偏低。女生显著高于男生，非学生干部显著高于学生干部；中职生与高职生，是否独生子女，文科生与理科生，普通家庭与来自单亲、离异或组合家庭，城镇学生与乡村学生均无显著差异。独生子女和非独生子女，中职生和高职生，普通家庭的学生和单亲、离异或组合家庭的学生，文科生和理科生在学习能力、学习行为、学习成绩三个维度上均没有显著差异。在学习能力、学习行为、学习成绩三个维度上，女生显著高于男生，非学生干部显著高于学生干部。乡村学生的学习能力和学习行为显著高于城镇学生，在学习成绩上不存在显著差异。

其三，职校生学业自我效能感的差异是多种影响因素综合作用的结果。学业自我效能感的影响因素呈现“雷达”模型，按影响力排序为：自控能力，教风学风和社会认可，教养方式。线性模型显示，该四项影响因素均与学业自我效能感存在中度或高度相关，对学业自我效能感的解释程度较高。该四项影响因素与学习能力、学习行为、学习成绩自我效能感均存在显著正相关。

研究旨在聚焦职校生学习活动本体，从动态过程演化视角把握职校生学业自我效能感的关键问题，从而能够有序推进职业院校学风建设。研究提供了一个分析职业院校教学管理情况的基础，希望能激发更多深度探索，助力职校生学习活动提高效率，以促进职业教育的发展和社会的全面进步。

ABSTRACT 

The sense of academic self-efficacy has a profound influence on vocational education.  However, due to the complexity of academic self-efficacy, it is not easy to grasp it, it is necessary to study and explore, to clarify the structural model and influence factors of academic self-efficacy, and actively think about the practice.

The study uses Bandura’s three-way interaction theory, as well as the theory of social adaptation and social comparison theory, to deconstruct the structural characteristics and influencing factors of academic self-efficacy. This study uses a mixed method, including on-the-face investigation and case in-depth research. Using questionnaire, interview, observation, control experiment, etc. to collect data, using SPSS20.0 and Nvivo10 tools to analyze the data, from the typical and representative point of view of the pilot schools to study, to respond to the professional school students’ academic self-efficacy sense of “structural characteristics” and “influence factors” two research issues. The important conclusions are:

First, the structure of the self-efficacy of vocational school students presents a complex staggered model. The structure of self-efficacy in vocational school students is “magic cube”, including learning ability, learning behavior and environment perception. Among them, the learning ability dimension includes four aspects: focus, achievement, self-confidence, flexibility and reflection, learning behavior dimension includes habit learning, association learning, related learning and reasoning learning, and environmental perception dimension includes environmental adaptation and environmental transformation.

Second, the level of self-efficacy of vocational school students presents demographic differences. The analysis of 1809 students in the pilot schools showed that the overall level of self-efficacy of vocational students was low. Female students are significantly higher than boys, non-student cadres are significantly higher than student cadres, secondary and vocational students, only children, liberal arts students and science students, ordinary families and from single parents, divorced or combined families, urban students and rural students are not significantly different. Only and non-only children, middle and high vocational students, students of ordinary families and students from single-parent, divorced or combined families, liberal arts students and science students in the three dimensions of learning ability, learning behavior, academic performance. In the three dimensions of learning ability, learning behavior and academic performance, girls are significantly higher than boys, and non-student cadres are significantly higher than student cadres. The learning ability and behavior of rural students are significantly higher than that of urban students, and there is no significant difference in academic performance.

Third, the difference in self-efficacy of vocational school students is the result of the combined effect of many influencing factors. The influence factors of academic self-efficacy present the “radar” model, sorted by influence as follows: self-control ability, teaching style and social recognition, and the way of education. The linear model showed that the four influencing factors were moderately or highly correlated with academic self-efficacy, and were highly interpreted. The four influencing factors were significantly positively related to learning ability, learning behavior and self-efficacy of academic achievement.

The purpose of the study is to focus on the learning activity ontology of vocational school students, grasp the key problem of self-efficacy of vocational school students from the perspective of dynamic process evolution, so as to promote the construction of the academic style of vocational colleges in an orderly manner. The study provides a “scaffolding” to analyze the teaching management of vocational colleges, hoping to stimulate more in-depth exploration and help vocational school students to achieve “low consumption and efficiency” in learning activities, so as to promote the development of vocational education and the overall progress of society.