Chan Joanne C Y, Lam Shui-fong
The University of Hong Kong, Hong Kong.
Br J Educ Psychol. 2008 Mar;78(Pt 1):95-108. doi: 10.1348/000709907X185509.
Vicarious learning is one of the fundamental sources of self-efficacy that is frequently employed in educational settings. However, little research has investigated the effects of competition on students' writing self-efficacy when they engage in vicarious learning.
This study compared the effects of competitive and non-competitive classrooms on students' writing self-efficacy when they engaged in vicarious learning.
The participants were 71 grade 7 students in Hong Kong.
Using prior writing performance for stratified random sampling, students were assigned either to a competitive or a non-competitive classroom. Students learned how to compose similes and metaphors in Chinese.
In the competitive classroom, students' self-efficacy decreased when they engaged in vicarious learning. In the non-competitive classroom, students' self-efficacy did not show a significant change when they engaged in vicarious learning.
The findings suggested that when students engaged in vicarious learning in a competitive classroom, their self-efficacy might be threatened. Implications for efforts to design constructive context for vicarious learning are discussed.
替代性学习是自我效能感的基本来源之一，在教育环境中经常被采用。然而，很少有研究调查竞争对学生在进行替代性学习时写作自我效能感的影响。
本研究比较了竞争性课堂和非竞争性课堂对学生在进行替代性学习时写作自我效能感的影响。
参与者为香港71名七年级学生。
根据先前的写作成绩进行分层随机抽样，将学生分配到竞争性课堂或非竞争性课堂。学生学习如何用中文创作明喻和隐喻。
在竞争性课堂中，学生在进行替代性学习时自我效能感下降。在非竞争性课堂中，学生在进行替代性学习时自我效能感没有显著变化。
研究结果表明，当学生在竞争性课堂中进行替代性学习时，他们的自我效能感可能会受到威胁。文中讨论了为替代性学习设计建设性环境的相关影响。
