A Study on the Influence of Family and School Psychological Environment on Academic Self-Efficacy and Self-Identity of English Education Major University Students
저자
발행사항
영암 : 세한대학교 일반대학원, 2022
학위논문사항
학위논문(박사)-- 세한대학교 일반대학원 : 교육학과 2022. 8
발행연도
2022
작성언어
영어
주제어
발행국(도시)
전라남도
형태사항
26 cm
일반주기명
지도교수: Ko,Young Chun
UCI식별코드
I804:46014-200000646113
소장기관
Abstract
In the information age, the cognitive and self-regulation abilities of
university students are even more required. This is because, due to digital
civilization, university students act by sensory stimulation rather than making
rational judgments. For the development of knowledge and technology as
society advances, university education should foster students' learning motivation and enhance their academic self-efficacy. The goal of university
education should be to provide students with an ‘inner driving force’ to
acquire the capabilities of learning and challenges for the future. Therefore,
students should develop the proper self-concept and good academic
self-efficacy at the university stage. The purpose of this study is to identify
the relationship of English education major university students' academic
self-efficacy, self-identity and their family and school psychological
environment. And in order to improve the self-efficacy and self-identity of
English education major university students, this study is intended to prepare
data on the effect of the family and school psychological environment on
self-efficacy and self-identity. In this study, 480 questionnaires are
distributed to English education major university students in teacher training
universities in Guangxi Zhuang Autonomous Region in China, and 262
questionnaires are validly used. Reliability, correlation, and regression
analysis and etc. are performed by the SPSS25.0 program. It is found that
there is no significant difference in family and school psychological
environment, academic self-efficacy, self-identity, by gender and academic
year. However, students born in urban areas, students with higher family
economic income, and students with better academic performance have
higher levels of academic self-efficacy and self-identity, along with better
family and school psychological environment. Students with siblings have
better family psychological environment than students without siblings, but
there is no difference in the academic self-efficacy, self-identity and school
psychological environment by the presence of siblings. Family and school
psychological environment are positively related to academic self-efficacy and
self-identity of English education major university students. Compared with
family psychological environment, school psychological environment is more
influential on the academic self-efficacy of English education major university students. And as the sub-dimensions of school psychological
environment, peer support is more influential than teacher support. Compared
with school psychological environment, family psychological environment is
more influential on the self-identity of English education major university
students. And as the sub-dimensions of family psychological environment,
family challenge is more influential than family support.
According to the above research results, in order to improve academic
self-efficacy, it is necessary to prepare good conditions in the school
psychological environment rather than the family psychological environment.
And because peer support is more important than teacher support, to
improve academic self-efficacy, instructors or school administrators should
encourage friendly peer support mechanisms, motivate learning by
discovering peer role models, and provide collaborative learning experiences
among peers. And by building a harmonious classroom and dormitory
atmosphere and creating opportunities for students to experience success. In
order to improve self-identity, it is necessary to prepare good conditions in
the family psychological environment rather than the school psychological
environment. As family challenge is more important than family support, in
order to improve self-identity, parents and family members should let
students choose and challenge autonomously rather than restricting their
academic achievement standards, hobbies, sports, career choices, and fixed
value orientation by the Red Ocean strategy. That is, in order to increase
self-identity, it is necessary to allow infinite opportunities and experiences
for students to choose and challenge autonomously them by the Blue Ocean
strategy.
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