高考压力、应对策略及其与考试绩效的关系研究

发布时间：2018-05-28 09:11

本文选题：高考压力 + 应对策略　；参考：《西南大学》2007年硕士论文

【摘要】： 高考压力既是影响学生的心理健康的重要因素，又是影响其考试绩效的重要变量。心理学家们从学业压力、考试压力、考前学生心理健康状况、压力应对等方面进行了研究，对高考压力研究不多，，对高考压力测量工具、方法和结论也不统一，系统研究高考压力、应对策略及其与考试绩效的关系尤其缺乏。本研究主要采用问卷法收集高考压力源、应对策略的资料。运用访谈法、探索性和验证性因素分析法、方差分析、回归分析和模型建构等多种方法，系统探讨高考压力源、应对策略的结构、特点，并对高考压力、应对策略与考试绩效之间的关系方面进行了探索。本研究分三个部分：高考压力的探索性和验证性分析和特点的探讨；高考压力应对策略的探索性和验证性分析和特点的探讨；高考压力、应对策略及其与考试绩效的关系的探讨。综合本研究，得出如下结论： 1．自编的高考压力源问卷和高考压力应对策略问卷，具有可接受的心理测量学指标。 2．高考压力源由任务要求压力、父母压力、竞争氛围压力、同伴压力、老师压力、自我目标压力6个因素构成。 3．在高考压力源总体得分上不存在学校类型、科目、性别、和家庭来源上的差异，但是学校类型、科目、性别在个别因素上存在极其显著的差异。 4．高考压力应对策略是一个二阶二因素一阶七因素结构，包括建立自信、忍耐、白责、自我调节、宣泄、幻想、问题解决等七个一阶因素，积极应对策略和消极应对策略两个二阶因素。 5．高考压力应对策略存在学校类型、科目、性别和家庭来源上的差异，特别是在具体因子上存在极其显著的差异。 6．结构方程模型表明，高考压力将降低高考成绩，而学生在压力情景中若能够妥善运用积极应对策略则可以有效提高其高考成绩。高压力感受学生能够更敏感地察觉高考压力的存在，并积极寻找积极应对策略使高考压力对考试成绩的影响降低。低压力感受学生则不容易受到高考压力的影响。 7．结构方程模型表明，超常发挥学生和发挥失常学生对环境中的高考压力都比较敏感，但是与正常发挥学生一样，超常发挥学生能够更为有效地运用应对策略降低高考压力对考试的负面影响，作到变压力为动力，从而促进考试成绩的提高。综上所述，本研究在以下几个方面有所创新：探索并初步揭示高考压力源、高考压力应对策略的因素结构与特点；初步探讨了高考压力应对策略在高考压力源和高考绩效之间的作用。
[Abstract]:The pressure of college entrance examination is not only an important factor to affect students' mental health, but also an important variable to affect their performance. Psychologists have studied the stress of the college entrance examination from the aspects of academic stress, examination pressure, mental health status of students before the examination, stress coping, and so on. There is not much research on the stress of the college entrance examination, and there is no uniform method, method and conclusion in measuring the pressure of the college entrance examination. A systematic study of college entrance examination pressure, coping strategies and its relationship with test performance is particularly lacking. This research mainly uses questionnaire method to collect the data of college entrance examination stressors and coping strategies. With the methods of interview, exploratory and confirmatory factor analysis, variance analysis, regression analysis and model construction, this paper systematically discusses the structure and characteristics of college entrance examination stressors, coping strategies and the pressure of college entrance examination. The relationship between coping strategies and test performance is explored. This study is divided into three parts: exploratory and confirmatory analysis and characteristics of college entrance examination pressure; exploratory and confirmatory analysis and characteristics of college entrance examination stress coping strategies; college entrance examination pressure, The relationship between coping strategies and test performance. Synthesizing this study, the following conclusions are drawn: 1. The self-designed college entrance examination stressor questionnaire and the college entrance examination stress coping strategy questionnaire have acceptable psychometric indicators. 2. The stress source of college entrance examination consists of six factors: task requirement pressure, parent pressure, competitive atmosphere pressure, peer pressure, teacher pressure and self-goal stress. 3. There are no differences in school types, subjects, sex, and family sources in the overall scores of the stressors of the college entrance examination, but there are extremely significant differences in the types of schools, subjects and gender in individual factors. 4. College entrance examination stress coping strategy is a second-order, first-order, seven-factor structure, which includes seven first-order factors, such as building self-confidence, patience, white responsibility, self-regulation, catharsis, fantasy, problem-solving, etc. Positive coping strategies and negative coping strategies are two second-order factors. 5. There are significant differences in the types of schools, subjects, gender and family sources, especially in specific factors. 6. The structural equation model shows that the stress of the college entrance examination will reduce the score of the college entrance examination, and if the students can properly use the positive coping strategies in the stress situation, they can effectively improve their scores in the college entrance examination. Students with high stress can be more sensitive to the existence of college entrance examination pressure and actively seek positive coping strategies to reduce the impact of college entrance examination stress on examination results. Students who feel low pressure are not easily influenced by the pressure of college entrance examination. 7. The structural equation model shows that both abnormal students and abnormal students are sensitive to the pressure of college entrance examination in the environment, but as normal students, The students can use coping strategies more effectively to reduce the negative impact of college entrance examination pressure on the examination, and change the pressure into the motive force, thus promoting the improvement of test results. To sum up, this study has some innovations in the following aspects: explore and reveal the pressure source of the college entrance examination, the factors structure and characteristics of the coping strategy of the college entrance examination stress; This paper preliminarily discusses the effect of the coping strategies of the college entrance examination stress on the relationship between the college entrance examination stressors and the performance of the college entrance examination.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G442

【引证文献】