Abstract:
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.
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。