课外活动中行为参与及活动投入与青少年积极发展间的关系研究

发布时间：2018-05-02 02:13

本文选题：青少年 + 积极发展　；参考：《东北师范大学》2017年硕士论文

【摘要】：课外活动是青少年积极发展的重要环境,已有研究从不同角度证实了课外活动行为参与及活动投入对青少年积极发展的作用。本研究旨在对已有的测量工具进行修订,并以此为基础深入探究不同结构化水平课外活动中青少年的行为参与、活动投入及积极发展之间的关系。在研究一中,选取山东省五年级到高二年级的648名学生作为被试,采用问卷调查法,根据已有的理论模型和专家评定修订《青少年课外活动参与情况调查问卷》,并采用探索性因子分析和验证性因子分析等方法验证问卷的信效度。在研究二中,选取山东省五年级到高二年级的814名学生作为被试,采用问卷调查法,以修订后的《青少年课外活动参与情况调查问卷》和《青少年积极发展问卷》作为工具,考察行为参与、活动投入及积极发展在人口学变量上的差异,并探讨不同结构化水平的课外活动中行为参与、活动投入及积极发展之间的关系。本研究得出了以下几个主要结论:第一,修订后的《青少年课外活动参与情况调查问卷》包含行为参与和活动投入两个维度,具有良好的信度和效度,符合心理测量学的要求。第二,在不同结构化水平的课外活动中,行为参与和活动投入存在差异,在非结构化课外活动上的行为参与及活动投入高于结构化课外活动中行为的参与及活动投入。第三,在不同结构化水平的课外活动中,行为参与、活动投入和积极发展三者之间存在正相关,行为参与可以正向预测活动投入,活动投入可以正向预测积极发展;活动投入在行为参与预测积极发展的过程中起到完全中介作用。
[Abstract]:Extracurricular activities are an important environment for the positive development of teenagers. Studies have confirmed the role of extracurricular activity participation and activity involvement in the positive development of teenagers from different angles. The purpose of this study is to revise the existing measurement tools and to explore the relationship among adolescents' behavior participation, activity involvement and positive development in different structured extracurricular activities. In the first middle school, 648 students from grade five to grade two in Shandong province were selected as subjects. According to the existing theoretical model and expert evaluation, the questionnaire was revised, and the reliability and validity of the questionnaire were verified by exploratory factor analysis and confirmatory factor analysis. In the second study, 814 students from grade five to grade two in Shandong Province were selected as subjects, and the revised questionnaire for extracurricular activities of adolescents and the questionnaire for active Development of adolescents were used as tools. The differences of behavioral participation, activity involvement and positive development in demographic variables were investigated, and the relationship among behavioral participation, activity involvement and positive development in extracurricular activities at different structured levels was discussed. The main conclusions of this study are as follows: first, the revised questionnaire contains two dimensions: behavioral participation and activity involvement, which has good reliability and validity and meets the requirements of psychometrics. Secondly, there are differences between behavior participation and activity input in different structured extracurricular activities. The behavior participation and activity input in unstructured extracurricular activities are higher than those in structured extracurricular activities. Thirdly, in the extracurricular activities of different structured levels, there is a positive correlation among behavior participation, activity involvement and positive development. Behavior participation can positively predict activity input and activity input can positively predict positive development. Activity involvement plays a full intermediary role in the process of behavior participation in the prediction of positive development.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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