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用问卷调查法对江苏省常州市西藏民族中学240名初中生学业求助的特点及其相关因素进行研究。结果表明:内地藏族初中生学业求助水平较低;在工具性求助上存在显著的性别差异,男生得分明显低于女生;而在执行性求助和回避求助上不存在显著的性别差异;在三种求助方式上均存在极其显著的年级差异;成就动机、成就目标取向、学业价值怀疑与学业求助行为有显著关系;自我效能低的学生不愿意求助或选择执行性求助,支持脆弱假说。
Using questionnaire to study the characteristics and related factors of 240 middle school students from Tibet Nationalities Middle School in Changzhou, Jiangsu Province. The results show that the junior middle school students in Tibet have a low level of academic assistance; there is a significant gender difference in instrumental help, boys score is significantly lower than girls; while there is no significant gender difference in executive assistance and avoidance assistance; There is a significant difference in grades between the two groups. There is a significant relationship between achievement motivation, achievement goal orientation, academic value doubt and academic help-seeking behavior. Students with low self-efficacy are not willing to seek help or choose executive assistance, and support the fragile hypothesis.