吉林省高校田径体育特长生运动训练自我效能感的测量与培养研究
摘要
本文将以自我效能感为理论研究依据,高校体育特长生运动成绩下降和训练表现消极现象为切入点,吉林省高校田径体育特长生为研究对象,通过运动训练自我效能感量表对吉林省高校田径体育特长生的运动训练自我效能感进行测量分析,并根据现状提出提高自我效能的具体措施,培养特长生的自我效能感,以保证运动成绩的提高和所有特长生的正常训练,为高校体育特长生心理训练提供理论依据,同时也为高校引进体育特长生的选材提供有效的参考。
Self-efficacy theory is an important component of social cognitive theory, which was brought forward by Bandura in 1977. Self-efficacy is the belief in one’s effectiveness in performing specific tasks. Self-efficacy plays an important role in the system of self-adjustment, and directly influences the effort of one’s mind when they are performing tasks. After brought into our country, the theory arouses broad studies in the world of sport, mainly focus on practicing and applying on sports teaching, and the handle of competition results and skill. But in the special community of university students exceptionally skilled in sports, there is a big hole.
These years, the universities in Jilin Province accept many skilled students to make up school teams and take part in games and gain honors for schools. But after entering the university, only a small amount of the students’marks rise or stay in the original level. Most of the students’marks descent and many of them reduce the times they take part in practice or even give up practice. This phenomenon is already opposite to the original attention of the universities. Based on the self-efficacy theory, through the survey and analysis on self-efficacy of students in the universities in Jilin Province, who are skilled in track-and-field, the article brings forward methods and policies of training and improving self-efficacy, according to the situation of self-efficacy of the students.
Through the surveys, I get the following results:
1. The students whose achievements grow high or stay in the same level have high self-efficacy.
2. The students whose achievements do downward, times of practice reduce, and give up practice have lower self-efficacy.
Concrete measures:
1. Guide the students to use right attribution style, stimulate the students’self-efficacy to improve their results.
2. Guide the students skilled in track-and-field set rational targets.
3. Help the students achieve more successful experiences.
4. Sep up successful models for students.
5. The coach should guide the students with positive wise.
6. The students themselves should keep in good health, both mental and physical.
7. Cultivate and inspire the coaches’self-efficacy.
Self-efficacy theory is an important component of social cognitive theory, which was brought forward by Bandura in 1977. Self-efficacy is the belief in one’s effectiveness in performing specific tasks. Self-efficacy plays an important role in the system of self-adjustment, and directly influences the effort of one’s mind when they are performing tasks. After brought into our country, the theory arouses broad studies in the world of sport, mainly focus on practicing and applying on sports teaching, and the handle of competition results and skill. But in the special community of university students exceptionally skilled in sports, there is a big hole.
These years, the universities in Jilin Province accept many skilled students to make up school teams and take part in games and gain honors for schools. But after entering the university, only a small amount of the students’marks rise or stay in the original level. Most of the students’marks descent and many of them reduce the times they take part in practice or even give up practice. This phenomenon is already opposite to the original attention of the universities. Based on the self-efficacy theory, through the survey and analysis on self-efficacy of students in the universities in Jilin Province, who are skilled in track-and-field, the article brings forward methods and policies of training and improving self-efficacy, according to the situation of self-efficacy of the students.
Through the surveys, I get the following results:
1. The students whose achievements grow high or stay in the same level have high self-efficacy.
2. The students whose achievements do downward, times of practice reduce, and give up practice have lower self-efficacy.
Concrete measures:
1. Guide the students to use right attribution style, stimulate the students’self-efficacy to improve their results.
2. Guide the students skilled in track-and-field set rational targets.
3. Help the students achieve more successful experiences.
4. Sep up successful models for students.
5. The coach should guide the students with positive wise.
6. The students themselves should keep in good health, both mental and physical.
7. Cultivate and inspire the coaches’self-efficacy.
引文
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[8] 刘永芳.归因理论及其应用[M].山东人民出版社,1998:4-8
[9] 张超.归因训练在高师体育教育专业排球普修课中的实验研究[D].山东:山东师范大学,2004.1-3.
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[13] Cervone,D.Mood,Self-efficacy,and Performance Standards: Lower Moods Induce Higher Standards for Performance, 1994, 67(3):499-512
[15] 肖红艳,孙素梅,王建新,康秀娟.自我效能理论在田径训练中的应用[J].山东体育科技,1997,(2):5-7.
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[25] 孙庆彬,冯涛,张学忠.自我效能感测量中存在的问题与对策[J]. 武汉体育学院学报,2005,39(6):6-8.
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[31] 张春利.高校网球教学中培养学生自我效能感的试验研究[D].长春:吉林大学,2007:9-20.
[32] 阳媛媛. 竞技运动中运动员的自我效能感及其培养[J].北京体育大学学报,2005:7-9.
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[36] 张伟霞.试析体育教学中学生自我效能感的培养[J].体育学刊,1998,(4):36-38.
[37] 袁艳春.速度滑冰教学中学生自我效能感的培养[J].沈阳体育学院学报,1997,(4):12-15.
[38] 陈瑜,徐玖平.提高学生体育学习自我效能感的探讨[J].体育学刊,2001,8(5):26-28.
[39] 李智勇,薛予阳。培养和激发自我效能感在体操教学中的实验研究[J].西安体育学院学报,2002,19(3):2-5.
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[43] 黄玲辉. 体育特长生成才率低的成因和对策[J].宁德师专学报,2001,13(4):12-14.
[44] 吴增强.自我效能:一种积极的自我信念[J].心理科学,2001,24(4):45-47.
[45] 高申春.自我效能理论评述[J].心理发展与教育,2000,(01):5-7.
[46] 冯亚.野外生活生存训练对大学生自我效能和内部动机影响的实验研究[D].上海:华东师范大学,2006:21-25.
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[49] 巩汝训,李英杰.论学生自我效能感的培养[J].当代教育科技,2004:11-15.
[50] 魏源. 体育专业大学生学习自我效能感的测量研究[J].北京体育大学学报,2005,28(2):25-27.
[51] 王放.运用归因理论激发大学生体育学习动机[J].西北成人教育学报,2006,(03):11-14.
[52] 郭志平,李正中,刘劲松.体育专业大学生归因方式特点的研究[J].山西体育科技,2007,27(3):27-29.
[53] 张桂梅.高校武术教学提高学生自我效能感的实验研究[J].上海体育学院学报,2006,30(2):61-64.
[54] 马乃欣.体育活动自我效能感主体作用机制分析及其培养对策[J].山东体育科技,2004,26(2):18-20.
[55] 庞宇波.对普通高校体育特长生心理健康的研究[J].山西农业大学学报,2004,03(03):51-53.
[56] 祝蓓里,季浏.体育心理学[M].北京:高等教育出版社,2003.
[57] 于 晶,崔 野. 体育运动中的目标设置理论研究述评[J].体育学刊,2005,12(04):24-26.
[58] 梁添祥,李志清.体育专业田径课程目标设置与学习效果的相关分析[J].体育科技,2003,24(1):62-63.
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[2] [3] [6] [20] 高申春.人性辉煌之路——班杜拉的社会学习理论[M].武汉:湖北教育出版社,1999.269-270.
[4] [5] 万伟.两类大学生的自我效能感、学习动机和成就目标定向的比较[D].南京:南京师范大学,2006.4-7.
[7] 张力为.体育运动心理学研究进展[M].北京:高等教育出版社,2000.
[8] 刘永芳.归因理论及其应用[M].山东人民出版社,1998:4-8
[9] 张超.归因训练在高师体育教育专业排球普修课中的实验研究[D].山东:山东师范大学,2004.1-3.
[10] 梁宇颂.大学生成就目标、归因方式与学业自我效能感的研究[D],上海:华中师范大学,2000:5-6.
[11] 张美兰,车宏生. 目标设置理论及其新进展心理学动态[J].应用心理学,1999,(2):35-40.
[12] [14] 张鼎昆,方俐洛,凌文辁. 自我效能感的理论研究及现状[J]. 应用心理学,1999: 12-15.
[13] Cervone,D.Mood,Self-efficacy,and Performance Standards: Lower Moods Induce Higher Standards for Performance, 1994, 67(3):499-512
[15] 肖红艳,孙素梅,王建新,康秀娟.自我效能理论在田径训练中的应用[J].山东体育科技,1997,(2):5-7.
[16] 吴建章.自我效能理论在体育院系排球普修课教学中应用研究[D].长春:东北师范大学硕士学位论文,2006:5-7.
[17] Bandura , A. Self-efficacy Toward a unifying theory of behaviorl change. Psychological Review,1977, 84(3):191 一215.
[18] Bandura ,A. Social foundations of thought and action:A Social cognitive theory.Engie wood Ccliffs,NJ:Preentice -Hall, 1986: 99-102
[19] Bandura ,A.(1997).Self-Efficacy:The Exercise in of Control. New York:Freeman
[21] 边玉芳.学习自我效能感量表的编制与应用[D].上海:华东师范大学,2003.
[22] 王国标,陈国利.试论运动自我效能感的激发与培养[J].内蒙古体育科技,2006,(4):6-9.
[23] 马玉华.对我国帆板运动员自我效能的分析与提高对策研究[D]. 曲阜:曲阜师范大学,2002:41-43.
[24] 王焕霞. 高一学生物理学习自我效能感的培养研究[D]. 曲阜:曲阜师范大学,2005.
[25] 孙庆彬,冯涛,张学忠.自我效能感测量中存在的问题与对策[J]. 武汉体育学院学报,2005,39(6):6-8.
[26] 王才康,胡中锋,刘勇.一般自我效能感量表的信度和效度研究[J].应用心理学,2001,7(1):5-8.
[27] 戴忠恒.心理与教育测量[M].上海:华东师范大学出版社,1987.183-184.
[28] 王孝玲.教育测量[M].上海:华东师范大学出版社,1989.29-30.
[29] 向海英.成就动机的归因理论与教学改革[J].山东师大学报社会科学版,2000,(6):55-56.
[30] Sadri,G.,Robertson,I.T. Self-efficacy and work related behavior:Areview and meta analysis.Applied Psychology International Review,1993,42(2):139-152。
[31] 张春利.高校网球教学中培养学生自我效能感的试验研究[D].长春:吉林大学,2007:9-20.
[32] 阳媛媛. 竞技运动中运动员的自我效能感及其培养[J].北京体育大学学报,2005:7-9.
[33] 肖红艳,孙素梅,王建新,康秀娟.自我效能理论在田径训练中的应用[J].山东体育科技,1997,(2):19-21.
[34] 钱建国,耿耀国.自我效能理论与体育教学[J].武汉体育学院学报,1995,03.
[35] 郭春光.自我效能理论在体育教学实践中的应用[J].福建体育科技,1996,15(02):15-17.
[36] 张伟霞.试析体育教学中学生自我效能感的培养[J].体育学刊,1998,(4):36-38.
[37] 袁艳春.速度滑冰教学中学生自我效能感的培养[J].沈阳体育学院学报,1997,(4):12-15.
[38] 陈瑜,徐玖平.提高学生体育学习自我效能感的探讨[J].体育学刊,2001,8(5):26-28.
[39] 李智勇,薛予阳。培养和激发自我效能感在体操教学中的实验研究[J].西安体育学院学报,2002,19(3):2-5.
[40] 柳国杰,陈军.教育测量中难度与区分度的计算方法[J].信阳师范学院学报,2003,16(3):18-20.
[41] 杨威. 试题的难度和区分度检验与试题库建设[J].肇庆学院学报,2001,22(2):8-10.
[42] 张力为,毛志雄.体育科学常用心理学量表评定手册[M].北京:北京体育大学出版社,2004.
[43] 黄玲辉. 体育特长生成才率低的成因和对策[J].宁德师专学报,2001,13(4):12-14.
[44] 吴增强.自我效能:一种积极的自我信念[J].心理科学,2001,24(4):45-47.
[45] 高申春.自我效能理论评述[J].心理发展与教育,2000,(01):5-7.
[46] 冯亚.野外生活生存训练对大学生自我效能和内部动机影响的实验研究[D].上海:华东师范大学,2006:21-25.
[47] 徐万彬,赵冬敏,刘林生.体育运动实践中目标设置的心理策略[J].德州学院学报,2006,22(2):12-15.
[48] 刘改成,王斌.体育运动中目标设置的有效性-研究结果不一致的原因[J].天津体育学院学报,2005,20(1):18-21.
[49] 巩汝训,李英杰.论学生自我效能感的培养[J].当代教育科技,2004:11-15.
[50] 魏源. 体育专业大学生学习自我效能感的测量研究[J].北京体育大学学报,2005,28(2):25-27.
[51] 王放.运用归因理论激发大学生体育学习动机[J].西北成人教育学报,2006,(03):11-14.
[52] 郭志平,李正中,刘劲松.体育专业大学生归因方式特点的研究[J].山西体育科技,2007,27(3):27-29.
[53] 张桂梅.高校武术教学提高学生自我效能感的实验研究[J].上海体育学院学报,2006,30(2):61-64.
[54] 马乃欣.体育活动自我效能感主体作用机制分析及其培养对策[J].山东体育科技,2004,26(2):18-20.
[55] 庞宇波.对普通高校体育特长生心理健康的研究[J].山西农业大学学报,2004,03(03):51-53.
[56] 祝蓓里,季浏.体育心理学[M].北京:高等教育出版社,2003.
[57] 于 晶,崔 野. 体育运动中的目标设置理论研究述评[J].体育学刊,2005,12(04):24-26.
[58] 梁添祥,李志清.体育专业田径课程目标设置与学习效果的相关分析[J].体育科技,2003,24(1):62-63.
[59] 高原.目标设置技能在体育运动中的应用[J].湖北体育科技,1996,(01):51-54.
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