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本科生毕业论文写作自我效能感对写作焦虑的影响：指导教师的调节作用

The Influence of Undergraduate Thesis Writing Self-efficacy on Writing Anxiety: The Moderating Effect of Tutors

中国心理学前沿 / 2022,4(11)：1341-1347 / 2022-11-22 287 408

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• 作者： 宁盛卫¹      李秀丽¹      冯浩²     
• 单位：

  1．海南热带海洋学院民族学院，三亚；
  2．海南热带海洋学院理学院，三亚

• 关键词： 指导教师；写作自我效能感；写作焦虑；毕业论文
• Tutors; Writing self-efficacy; Writing anxiety; Graduation thesis
• 摘要： 目的：探讨本科生毕业论文写作自我效能感对写作焦虑的影响以及指导教师在其中的调节作用。方法：采用毕业论文写作自我效能感量表、毕业论文写作焦虑量表和自编的指导教师指导评分指标对海南某高校408名在校本科毕业生进行调查。结果：（1）本科生毕业论文写作自我效能感显著负向预测毕业论文写作焦虑（β =-0.132，t =-2.534，p <0.05），写作自我效能感越高其写作焦虑程度越低。（2）指导教师的指导在本科生毕业论文自我效能感的二次项和写作焦虑之间起调节作用（β =0.176，t =3.376，p <0.01，ΔR 2=0.027）。结论：本科生毕业论文自我效能感对写作焦虑的预测作用受到导师指导水平的调节。加强本科生毕业论文写作自我效能感，提高导师指导水平，有助于调节本科生的毕业论文写作焦虑。
• Objective: To explore the effect of undergraduate thesis writing self-efficacy on writing anxiety and the moderating effect of tutors. Methods: A total of 408 undergraduate students from a university in Hainan were investigated with the Graduation Thesis Writing Self-Efficacy Scale, Graduation Thesis Writing Anxiety Scale and the self-designed tutors’ guidance rating index. Results: 1. Undergraduate thesis writing self-efficacy significantly negatively predicts graduation thesis writing anxiety (β=-0.132, t=-2.534, p<0.05). The higher the writing self-efficacy, the lower the writing anxiety. 2. The tutor’s guidance has a moderating effect on the relationship between Undergraduate thesis Writing Self-efficacy Quadratic Term and writing anxiety (β=0.176, t=3.376, p<0.01, ΔR2= 0.027). Conclusion: The predictive effect of undergraduate thesis self-efficacy on writing anxiety is moderated by the level of the tutor’s guidance. Strengthening the self-efficacy of undergraduate thesis writing and improving the guidance level of tutors are helpful to adjust the anxiety of undergraduate thesis writing.
• DOI： https://doi.org/10.35534/pc.0411157
• 引用： 宁盛卫，李秀丽，冯浩．本科生毕业论文写作自我效能感对写作焦虑的影响：指导教师的调节作用［J］．中国心理学前沿，2022，4（11）：1341-1347．