初中生亲子沟通、自我概念与学业成绩的关系

发布时间：2018-03-20 02:10

本文选题：初中生　切入点：亲子沟通　出处：《河北大学》2013年硕士论文　论文类型：学位论文

【摘要】：亲子沟通是发挥家庭教育功能的重要途径之一。文章回顾以往亲子沟通研究时发现，，虽然以往研究主要考察它对青少年社会性发展的影响，却很少关注它对青少年自我概念的影响。除此之外，也很少关注它对青少年时期重要任务—学业活动的影响，但是教育实践表明，青少年在享受相同的学校教育资源时其学业成绩却表现出很大差异，这就引导我们从家庭教育方面寻找原因。本研究以此作为出发点，提出并将检验这样的假设：亲子沟通、自我概念是学业成绩的影响因素，并且这三者之间存在着关系。本研究以初中生为研究对象，采用问卷调查法，结合方差分析、相关分析、回归分析以及中介作用检验等方法对数据进行处理。考察了初中生亲子沟通、自我概念的发展状况，探讨了亲子沟通、自我概念与学业成绩三者之间的关系，明确了亲子沟通、自我概念对学业成绩的预测作用，检验了自我概念对亲子沟通与学业成绩的中介作用。研究的结论是：（1）初中生的亲子沟通存在着显著的性别差异；初中生的自我概念存在着显著的性别差异和年级差异；（2）开放性沟通与学业成绩呈显著正相关，问题性沟通与学业成绩呈显著负相关；自我概念和学业成绩呈显著正相关；开放性沟通与自我概念呈显著正相关，问题性沟通与自我概念呈显著负相关；（3）开放性沟通对学业成绩具有正向预测作用；学业自我概念对学业成绩有正向预测作用，非学业自我概念对学业成绩有负向预测作用；（4）自我概念可以作为亲子沟通与学业成绩的中介因素；其中学业自我概念、一般自我概念起完全中介作用，非学业自我概念起部分中介作用。
[Abstract]:Parent-child communication is one of the most important ways to play a role in family education. When reviewing previous studies on parent-child communication, it is found that although previous studies mainly examined its impact on the social development of adolescents, But little attention has been paid to its impact on adolescents' self-concept. In addition, little attention has been paid to its impact on the important tasks of adolescence-academic activities, but educational practice has shown that, The academic achievement of teenagers who enjoy the same school education resources is very different, which leads us to look for the reasons from the family education. This study takes this as a starting point to put forward and test the hypothesis that parent-child communication, Self-concept is the influential factor of academic achievement, and there is a relationship between them. In this study, junior high school students were investigated by questionnaire, variance analysis, correlation analysis, regression analysis and intermediary function test. The development of self-concept, the relationship between parent-child communication, self-concept and academic achievement is discussed, and the predictive effect of parent-child communication and self-concept on academic achievement is clarified. This paper examines the mediating effect of self-concept on parent-child communication and academic achievement. The study concluded that:. 1) there are significant gender differences in parent-child communication among junior high school students, significant gender differences and grade differences in self-concept of junior high school students; (2) Open communication was positively correlated with academic achievement, problem communication was negatively correlated with academic achievement, self-concept and academic achievement were positively correlated, and open communication was positively correlated with self-concept. There is a significant negative correlation between problematic communication and self-concept. 3) Open communication has positive predictive effect on academic achievement, academic self-concept has positive predictive effect on academic achievement, non-academic self-concept has negative predictive effect on academic achievement. 4) Self-concept can be used as a mediating factor of parent-child communication and academic achievement, among which academic self-concept, general self-concept plays a complete intermediary role, non-academic self-concept plays a part of intermediary role.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G444;G635.5

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