发展资源、意向性自我调节与早期青少年学业适应关系的追踪研究

发布时间：2018-04-30 09:42

本文选题：早期青少年 + 发展资源　；参考：《山东师范大学》2017年硕士论文

【摘要】：发展资源(Developmental Assets)是指一系列能够有效促进青少年获得积极发展结果的相关经验、关系、能力及价值观。作为积极青少年发展观的重要研究模型之一,发展资源框架中涵盖的多层面、多种类资源已被众多研究证实是促进青少年健康发展的重要影响因素。青少年早期是个体发展的重要时期,青春期的到来和由小学升入初中的转折,使个体在生理和心理层面都经历着急剧的变化,青少年早期个体面临着巨大的挑战。其中,学业适应是早期青少年要努力完成的主要任务,也是成长过程中阶段性的发展结果之一,且良好的学业适应可以帮助青少年实现该阶段的良好过渡。已有研究大都具体考察某一种资源或能力对学业适应的影响,不能充分考察个体与多样化的生态背景之间的相互作用,难以真正揭示儿童青少年健康发展的心理机制。发展资源模型试图从整体或关系的视角出发考虑影响青少年健康成长的综合因素,而这种多重资源的整合也更加符合个体生活和发展的实际。此外,已有研究表明,青少年拥有的发展资源状况随年龄的增长而变化,而发展资源呈不同变化趋势的青少年其发展结果实不同的。同时,相关研究还指出,发展资源对于青少年积极发展结果的影响不仅限于当前,还包括将来。但迄今为止,为数不多的有关发展资源发展变化的纵向研究都是在西方文化背景下开展的,因此有必要在中国文化背景下采用追踪设计,来系统考察中国青少年发展资源的发展变化特点及其对青少年当前及未来学业适应的影响,并进一步揭示其影响机制——意向性自我调节的中介作用。本研究采用整群抽样法抽取山东省章丘市的两所农村中学和一所城市中学的1228名初中生进行间隔一年的追踪调查,发展资源、学习投入、学校态度和意向性自我调节采用青少年自我报告问卷,学习成绩采用学校提供的期中考试成绩。其中,意向性自我调节只在T1时间段测查,其他变量收集了T1和T2两个时间点的数据。学业适应的指标包括:学校态度、学习投入和学习成绩。研究发现:(1)在间隔1年的追踪测量中,早期青少年发展资源和各学业适应指标遵循不同的发展模式,具体表现为:总体上,早期青少年的发展资源水平从初一到初二保持稳定,而学业适应指标中的学校态度和学习投入水平一年后显著下降,学习成绩具有一定稳定性。(2)青少年发展资源和各学业适应指标的发展存在性别和城乡差异。在性别差异方面,男生的学校态度下降幅度显著高于女生;两次测量中,女生的各学业适应指标水平均高于男生,男女生的发展资源水平不存在显著差异。在城乡差异方面:城市学生的发展资源水平随年级的升高上升,农村学生的发展资源水平随年级升高降低;两次测量中,城市学生的发展资源水平和学习投入水平均显著高于农村学生,两群体的学校态度和学习成绩不存在显著差异。(3)不同青少年发展资源和学业适应的变化不同。青少年在发展资源和学业适应的变化趋势呈现“上升”、“维持”、“下降”的分化现象,控制了城乡和性别对学业适应的影响后,一年后发展资源水平呈上升趋势的青少年比呈下降趋势的青少年学业适应各指标均更有可能变好。(4)青少年的发展资源水平和学业适应状况呈现跨时间的稳定性。青少年间隔一年的发展资源水平、学校态度、学习投入及学习成绩两两之间均呈显著正相关。初一的发展资源可以显著预测早期青少年当前及未来的学校态度、学习投入及学习成绩,且发展资源对早期青少年当前学业适应的影响存在城乡差异,即相比于城市青少年,发展资源对农村青少年当前学习成绩的影响更大。(5)意向性自我调节在发展资源与早期青少年当前及未来的学校态度、学习投入和学习成绩的关系中起部分中介作用,且当前及未来的中介模型均不存在显著的性别差异和城乡差异。
[Abstract]:Development resources (Developmental Assets) refers to a series of related experiences, relationships, abilities and values that can effectively promote young people to achieve positive results. As one of the most important research models for the development outlook of young people, the development of multiple layers in the framework of resources has been confirmed by many studies to promote young people. The important factors affecting the development of health. Early adolescence is an important period of individual development. The arrival of adolescence and the turning from primary school into junior middle school make the individual undergo dramatic changes in both the physiological and psychological aspects. The early adolescents face great challenges. Among them, the academic adaptation is the main task for the early adolescents to accomplish. A task is one of the results of a stage of development in the process of growth, and good academic adaptation can help teenagers to achieve a good transition in this stage. Most of the existing studies examine the impact of a certain kind of resource or ability on academic adaptation, and can not fully examine the interaction between the individual and the diverse ecological background, which is difficult to be true. This paper is to reveal the psychological mechanism of the healthy development of children and adolescents. The development of the resource model tries to consider the comprehensive factors affecting the healthy growth of young people from the perspective of the whole or the relationship, and the integration of these multiple resources is more consistent with the reality of individual life and development. At the same time, the impact of development resources on the results of young people's positive development is not only limited to the present but also in the future. But so far, few longitudinal studies on the development and changes of resource development have been done. It is carried out in the context of western culture. Therefore, it is necessary to use tracking design under Chinese cultural background to systematically investigate the characteristics of the development and change of Chinese adolescents' development resources and their impact on the current and future academic adaptation of adolescents, and to further reveal the mediating role of the influence mechanism of intentional self-regulation. Two rural middle schools in Zhangqiu of Shandong province and 1228 junior high school students in a city middle school were selected to carry out a one year follow-up survey. The development of resources, learning input, school attitude and intention self-regulation adopted the adolescent self-report questionnaire, and the achievement adopted the middle school examination results provided by the school. The sexual self regulation was measured only at the T1 time period, and the other variables collected data of two time points of T1 and T2. The indicators of academic adaptation included school attitude, learning input and academic achievement. (1) in the follow-up measurement of 1 years interval, the early adolescent development resources and the various academic adaptation indicators follow different development patterns, specifically On the whole, the development resource level of the early adolescents remained stable from the first to the first two, while the school attitude and the learning input level dropped significantly after one year, and the academic achievement had a certain stability. (2) there was gender and urban and rural differences in the development of adolescent development resources and academic adaptation indicators. In the difference aspect, the school attitude of boys is significantly higher than that of the girls; in the two survey, the level of the academic adaptation of the girls is higher than that of the boys, and there is no significant difference in the level of the development resources of the male and female students. In the two survey, the development resources level and the learning input level of the urban students were significantly higher than those of the rural students. There was no significant difference in the school attitude and academic achievement of the two groups. (3) the changes in the development resources and the academic adaptation of different adolescents were different. The differentiation of "rise", "maintenance" and "decline" has controlled the impact of urban and rural and gender on academic adaptation. After one year, the adolescents whose development resource level is on the rise are more likely to be better than those of the decline trend. (4) the development resource level and the academic adaptation situation of young young children are cross. Time stability. There is a significant positive correlation between adolescent development resources level, school attitude, learning input and academic achievement 22. Primary school development resources can significantly predict the current and future school attitudes of young people, study input and academic performance, and develop resources for early adolescents. There are differences in urban and rural areas, that is, compared to urban adolescents, development resources have greater impact on the current academic performance of rural adolescents. (5) intentional self-regulation plays a partial intermediary role in the relationship between development resources and the current and future school attitudes of young people, learning input and academic performance, and the current and future intermediaries. There were no significant gender differences and differences between urban and rural areas.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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