The Relationships Among Academic Self-Efficacy, Class Collective Efficacy, And Academic Performance Of Middle Shoole Students

Collective Efficacy, a concept advocated by Bandura (1982), has been studied a lot in abroad, but the domestic study on it is seldom (quite few), especially on students' class collective efficacy. This research is aimed at developing an measurement "the Students' Class Collective Efficacy scale, which is suitable (appropriate) for Chinese Conditions and studys the relationships among students' class collective efficacy, academic self-efficacy and their academic performance.By means of questionnaires and interviews, a random sample survey conducts on 1773 middle school students in Zhejiang province. Main results of this study as follows:explored the actuality of Class Collective Efficacy in 1773 middle school students in Zhejiang province with questionnaires and interviews. Main results were as follows:(1) Class collective efficacy refers to a collective faith that all students in class share their cognitive-appraisal mechanism in the process of their collective cooperation, interaction and conversation so as to implement the collective tasks successfully. In this paper, class collective efficacy mainly refers to the faith of getting good performance in their study. The elements of class collective efficacy were cooperation, ability, expectation and effort.(2) Class Collective Efficacy Scale, contains four factor: cooperation, ability, expectation and effort. The scale contains 19 items, "cooperation" consists of 6 items, "ability" consists of 5 items, "expectation" consists of 5 items, "effort" consists of 3 items,The internal consistency, half-split reliability and one-month test-retest reliability were .878, .859, .703 respectively. [The results of our reliability analysis show that the internal consistency reliability (Cronbach's alphas) is .878, half-split reliability is .859, and one-month test-retest reliability is .703. good discriminate validity and criterion related validity(a=.541) are obtained and satisfied.(3)The average scores of the four factors all reach a very significant level. The level of each dimension of class Collective Efficacy from highest to lowest ranges as follows: cooperation, ability, expectation and effort. Significant differences in different regions,school scales, school types, grades , student's origin, student's cadres or non-cadres, single child family or multiple child family were found in Class collective efficacy of middle school students .The results of regression analysis indicate 10 varieties enters into regression equation and has significant prediction on class collective efficacy. These varieties are grade one of the junior middle school, the 21 to 30 classes and 11 to 20 classes school scales(size),Jiaxing area, Huzhou area, the level of effort is average and on the high side, students from city and academic self-efficacy. The results of further study on relationship among Collective Efficacy, academic self-efficacy and academic performance show that students' class collective efficacy has remarkable positive predictable functions on their academic performance and students' self-efficacy has striking positive predictable functions on both their academic performance and class collective efficacy.