Research On The Correlation Between Learning Self-Efficacy And Classroom Participation Of Secondary Vocational Students In "Electrical And Electronic Technology"

It is well known that classroom engagement has a direct impact on student academic achievement.Therefore,the research on how to improve students’ classroom participation has great practical significance.A large number of studies have shown that self-efficacy has a significant impact on students’ classroom participation.Throughout the research at home and abroad,there are a lot of academic articles that study learning self-efficacy and classroom participation separately,but very few study self-efficacy and classroom participation together.However,the research on the relationship between the two is negligible.The author conducted a research on the second-year students of secondary vocational schools through questionnaire survey and classroom observation in the educational practice school,trying to find out the learning self-efficacy and "electrical and electronic technology" of secondary vocational students with different genders,classes and grades.Technology" classroom participation,and then find out the variables that can improve classroom participation,and finally improve students’ performance in "Electrical Engineering and Electronic Technology".The research results obtained are as follows:(1)The overall level of self-efficacy in learning "Electrical and Electronic Technology" of secondary vocational students is low.In the self-efficacy of "Electrical Engineering and Electronic Technology",male and female students showed significant differences in self-doubt,environment,vulnerability,effort and control,and boys had significantly higher levels in these variables than girls.;while there was no significant difference in the sense of powerlessness variable.There is no significant difference between different classes in the basic sense of ability and sense of control of learning self-efficacy,but there are significant differences in the basic sense of ability in good outcome beliefs and positive selfexpectations.The specific differences in the good result beliefs of different classes are: mechanical and electrical class 1 > mechanical and electrical class 2;mechanical and electrical class 3 > mechanical and electrical class2;auto repair class 1 > mechanical and electrical class 2;auto repair class2 > mechanical and electrical class 2.The positive self-anticipation performance of different classes is as follows: 3 classes of mechanical and electrical engineering>1 class of mechanical and electrical engineering;3rd class of mechanical and electrical engineering>2 classes of mechanical and electrical engineering;There is a significant positive correlation between the self-efficacy of secondary vocational students learning "Electrical and Electronic Technology" and the performance of "Electrical and Electronic Technology".(2)The overall level of classroom participation of secondary vocational students is not high.There is no significant difference between genders in cognitive participation dimension,but there are significant differences in behavioral participation and emotional participation.Male students have higher behavioral participation and emotional participation than female students.There are no significant differences in the variables of each dimension of classroom participation in different classes.There is a significant positive correlation between the participation in the class of "Electrical Engineering and Electronic Technology" and the grades of "Electrical Engineering and Electronic Technology" for secondary vocational students.(3)There is a significant positive correlation between the learning self-efficacy and classroom participation of the secondary vocational students in "Electrical Engineering and Electronic Technology",and the level of classroom participation can be positively predicted by the level of learning self-efficacy.On the basis of the above investigation results,this study gives some teaching strategies in Chapter 5 about improving students’ learning selfefficacy and classroom participation in "Electrical Engineering and Electronic Technology".In Chapter 6,the teaching strategies for improving learning selfefficacy described in Chapter 5 were used and a one-semester teaching practice was carried out,that is,the comprehensive use of "guiding students to reflect on themselves,improving students’ self-evaluation ability,focusing on teacher Teaching strategies such as dialogue with students,practically helping students formulate learning tasks and giving test questions in a timely manner,cultivating students’ correct attribution thinking,and paying attention to feedback and rewards for students’ learning.Finally,it is found that these teaching strategies can effectively improve the self-efficacy of secondary vocational students in "Electrical and Electronic Technology",and finally achieve the effect of improving the performance of secondary vocational students in "Electrical and Electronic Technology".