Analysis on the Working Process-Based Course's Impact on Achievement Goal Orientation and Self-Efficacy of the Vocational Students

摘要

After making test and statistics of the 478 students from Chongqing electronic engineering vocational college, one of the national exemplary colleges, it is discussed that the working process-based course's impact on achievement goal orientation and self-efficacy of the vocational students. Methods: contrast between the students who receive the working process-based course and the students who do not receive it by General Self-Efficacy Scale (GSES) and achievement goal orientation. Results: (1) There are significant differences between experimental group and control group on confirming orientation dimensionality and on self-efficacy, but not on the dimensionality of learning orientation and evasion orientation. (2) In terms of the self-efficacy, students in experimental group and control group have interaction and significant differences in gender and experimental treatment. (3) In respect of learning orientation dimensionality, students in experimental group and control group have significant differences in gender — male student is significant higher than female one, but there is no big differences in experimental treatment; in respect of confirming directional dimensionality, there exist significant differences in experimental treatment, but not in gender; and about evasion orientation dimensionality, there is no difference in both aspects. (4) Vocational students of experimental group have the significant positive correlation between self-efficacy and learning and confirming orientation, between learning orientation and confirming orientation, between confirming orientation and evasion orientation. Conclusion: This teaching method has good effects on improving achievement goal orientation and self-efficacy of the vocational students.