高考生心理弹性、归因风格和学习自我效能感的关系研究

发布时间：2018-03-12 12:34

  本文选题：高考生　切入点：心理弹性　出处：《吉林大学》2014年硕士论文　论文类型：学位论文

【摘要】：随着积极心理学的兴起，心理弹性的研究群体不再仅限于特殊群体，而是开始更多地关注普通大众在压力情境下的心理发展情况。作为学生时代最具有典型代表的高三群体，他们承受着巨大的升学压力，他们心理弹性水平如何，对以往学习成绩的归因风格和对学习能力和行为的感知起着至关重要的作用。基于以上缘由，以即将参加2014年高考的学生为研究对象，采用问卷调查法，尝试了解高考生的心理弹性、归因风格和学习自我效能感的现状，并探索它们之间的关系。 采用《青少年心理弹性量表》、《学习自我效能感量表》、《多维度-多归因因果量表》，对黑龙江地区518名高考生进行调查，，结果如下。 （1）高考生心理弹性整体处于中上等水平，不同性别高考生心理弹性差异显著，女生的心理弹性显著高于男生。 （2）高考生总体上倾向于内归因，不同性别高考生归因风格有极其显著差异。女生更愿意把学习成绩归因于自己的努力，男生更愿意把学习成绩归因于自己的运气和背景；不同生源地的高考生归因方式有显著差异，乡镇的高考生更愿意把学习成绩归因于背景。 （3）高考生学习自我效能感总体处于中上等水平，不同生源地的高考生在学习自我效能感上有极其显著的差异。在学习能力维度上，性别和生源地差异显著，男生对自己学习能力的感知显著强于女生，城市高考生对自己学习能力的感知显著好于乡镇高考生；在学习行为维度上，不同性别高考生有显著差异，女生对自己学习行为的感知好于男生。 （4）高考生的心理弹性与归因风格总体有显著负相关。心理弹性与归因风格中的努力呈正相关，与背景、运气呈负相关。归因风格总体能负向预测心理弹性，归因风格中的努力可以正向预测心理弹性，背景可以负向预测心理弹性。 （5）高考生的心理弹性与学习自我效能感及其各维度呈显著正相关。学习自我效能感可以正向预测心理弹性。 （6）高考生的学习自我效能感与归因风格总分呈显著负相关，学习自我效能感与归因风格中的努力和能力呈正相关，与背景和运气成负相关。归因风格可以正向预测学习自我效能感。 （7）高考生的归因风格和学习自我效能感对心理弹性有更强的预测作用。
[Abstract]:With the rise of positive psychology, the research group of psychological elasticity is no longer limited to special groups, but begins to pay more attention to the psychological development of the general public in stress situations. They are under great pressure to advance to school, and their level of psychological resilience plays a vital role in the attributional style of their past academic achievement and their perception of learning ability and behavior. Taking the students who will take part in the college entrance examination in 2014 as the research object, this paper attempts to understand the present situation of the college entrance examination students' psychological flexibility, attribution style and learning self-efficacy, and to explore the relationship between them. 518 college entrance examination students in Heilongjiang province were investigated with the Adolescent resilience scale, the Learning Self-Efficacy scale and the Multi-Dimensional Multi-Attribution causality scale. The results were as follows. 1) the college entrance examination students' psychological elasticity is in the middle and upper class level, the difference of the gender college entrance examination students' psychological elasticity is significant, the female students' psychological elasticity is significantly higher than that of the boys. (2) the college entrance examination students generally tend to internal attribution, and there are significant differences in attribution style among different genders. Female students are more willing to attribute their academic achievement to their own efforts, while boys are more willing to attribute their academic achievement to their luck and background; There are significant differences in the attribution styles of college entrance examination students in different places, and the college entrance examination students in villages and towns are more willing to attribute their academic achievements to their background. 3) College entrance examination students' sense of learning self-efficacy is generally at the middle and upper level, and there are significant differences in the learning self-efficacy of the students from different places, and the difference between gender and student origin is significant in the dimension of learning ability. Male students' perception of their learning ability is significantly stronger than that of girls, and urban college entrance examination students' perception of their own learning ability is significantly better than that of township college entrance examination students; in the learning behavior dimension, there are significant differences between male and female college entrance examination students. Girls perceive their learning behavior better than boys. (4) there was a significant negative correlation between college entrance examination students' mental resilience and attribution style, positive correlation between mental elasticity and effort in attribution style, negative correlation with background and luck, and negative predictive effect of attribution style. The effort in attribution style can positively predict resilience, while the background can predict resilience in negative direction. (5) there is a significant positive correlation between college entrance examination students' mental resilience and learning self-efficacy and its dimensions. Learning self-efficacy can positively predict psychological resilience. 6) there was a significant negative correlation between learning self-efficacy and the total score of attribution style, and a positive correlation between learning self-efficacy and effort and ability in attribution style. Attribution style can positively predict learning self-efficacy. 7) the attribution style and learning self-efficacy of college entrance examination students have a stronger predictive effect on mental resilience.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G444

【参考文献】

中国期刊全文数据库 前8条

1 吴晓琳;;城市高一学生心理韧性与归因方式的关系研究[J];大众科技;2013年03期

2 冯生尧,谢瑶妮;扎根理论:一种新颖的质化研究方法[J];现代教育论丛;2001年06期

3 高申春;自我效能理论评述[J];心理发展与教育;2000年01期

4 何先友;小学生数学自我效能、自我概念与数学成绩关系的研究[J];心理发展与教育;1998年01期

5 曾守锤,李其维;儿童心理弹性发展的研究综述[J];心理科学;2003年06期

6 于肖楠,张建新;韧性(resilience)——在压力下复原和成长的心理机制[J];心理科学进展;2005年05期

7 钱铭怡,Gerda Methorst;合理情绪疗法:Ⅰ.理论与方法[J];中国心理卫生杂志;1988年03期

8 高长松;明冬艳;;大学生心理弹性及归因方式的关系[J];中国电力教育;2012年32期

本文编号：1601585