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文章研究探讨初中生学业自我效能感、求助态度与求助行为之间的关系。选取初中生作为被试,采用初中生学业自我效能感、学业求助态度和学业求助行为量表进行测量,分析学业自我效能感对学业求助路径的影响。结果发现在非工具性求助路径中,有3条显著路径;在对工具性求助-老师路径的分析中,有4条显著路径;在对工具性求助-同学路径中,有5条显著路径。可得结论,学业自我效能感通过学业求助态度影响学业求助行为,为了提高初中生学业求助行为频率,有必要干预自我效能感和学业求助态度。
The article studies the relationship between junior high school students’ academic self-efficacy, help-seeking attitude and help-seeking behavior. Junior high school students are selected as subjects, and their effects of academic self-efficacy on the path of academic help-seeking are analyzed by using the self-efficacy of junior high school students, the attitudes toward schooling and the help-seeking behavior scale. The results showed that there were 3 significant paths in the non-instrumental help-seeking path, 4 significant paths in the analysis of instrumental help-teacher path, and 5 significant paths in instrumental help-classmate path. It can be concluded that the academic self-efficacy through academic help attitude affect academic help behavior, in order to improve the frequency of junior high school students seeking help, it is necessary to intervene in self-efficacy and academic attitude.