物理成绩测验对学生决策过程自我效能感的影响

D. Mayasari, Riski Muliyani, Yudi Kurniawan, Iip Istirahayu
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引用次数: 1

摘要

本研究旨在全面描述物理领域的认知学习结果如何在选择答案的信念决策过程中受到自我效能感的间接支持。本研究为描述性质的研究,涉及X班学生24个样本。选取的抽样方法为目的抽样。认知领域的认知学习成果测试由物理教师自行设计,自我效能感测试由物理教师自行设计,采用态度量表进行指导和辅导方向的自我效能感测试。这种测量的组合产生了两种关于自我效能的决定:积极的和消极的。研究结果表明,自我效能感高的学生在认知学习成果物理测试中得分也较高。这些学生被归类为具有积极自我效能的学生。相反,负自我效能表现为学生自我效能高,但在认知领域的认知测试结果较低。这些结果肯定受到包括不确定性和焦虑在内的几个因素的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Physics Achievement Test Implies Students’ Self-Efficacy on Decision Making Process
This research was conducted to provide a comprehensive description about how the results of the cognitive learning outcomes of the physics field were indirectly supported by self-efficacy in the decision making process of the beliefs of the chosen answers. This research is descriptive qualitative research and involves 24 samples of class X students. The sample technique chosen was purposive sampling. The testing of cognitive learning outcomes in cognitive domains was conducted and designed by physics education lecturers and self-efficacy testing carried out and designed by lecturers in the direction of guidance and counseling using attitude scales. This combination of measurements produces two decisions on self-efficacy: positive and negative. The results of the study showed that students with high self-efficacy got high scores also on the physics test of cognitive learning outcomes. These students are classified as students with positive self-efficacy. Conversely, negative self-efficacy shows that students have high self-efficacy but get low cognitive test results in cognitive domains. These results are certainly influenced by several factors including uncertainty and anxiety.
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