高中生学业自我效能感、自尊与同伴关系的相关研究

发布时间：2018-02-01 22:05

  本文关键词： 高中生 学业自我效能感 自尊 同伴关系　出处：《中南民族大学》2015年硕士论文　论文类型：学位论文

【摘要】：学业自我效能感就是自我效能感在学习领域的具体化,是一种主观的感受,不是个体能力的本身。自尊是个体对自己总体价值在情感上的自我评价。同伴交往是指在群体交往中有同一地位、同一认知水平个体之间的相互作用的关系和行为。本研究主要是对高中生的学业自我效能感、自尊和同伴关系进行问卷调查,并探讨三者之间的关系及相互作用机制。有助于我们更好的了解当代高中生学业自我效能感、自尊、同伴关系的发展水平和相关的特点,丰富国内对学业自我效能感的实证研究,为增强高中生学业自我效能感、自尊、同伴关系的相关研究提供心理学依据,从而使学生能够健康积极地面对学习。本研究在对学业自我效能感、自尊、同伴关系相关文献的阅读与整理的基础上选择合适的问卷《友谊质量量表》、《自尊量表》、《高中生学业自我效能感量表》,取样湖北省孝感市某高中,共计356名高中生作为被试,采用问卷调查法,收集资料,并对回收的数据用SPSS16.0进行统计分析。从而得出了高中生的学业自我效能感、自尊与同伴关系的现状,并揭示它们之间的相互关系。通过数据分析,得出如下结论:(1)该校高中生的学业自我效能感整体水平较好。(2)学业自我效能感得分在性别、年级、家庭居住地址、是否独生子女、是否有留守经历、父亲文化程度、母亲文化程度等变量上不存在显著性差异。在班级类型上有显著差异,实验班显著高于平行班。学业自我效能感在学习情况上有显著差异,自我认为整体学习情况一般、良好、优秀的显著高于自我认为整体学习情况较差的;自我认为整体学习情况良好的学生学业自我效能感显著高于自我认为整体学习情况一般的学生。(3)高中生有较高的自我价值感。在人口学变量上年级、自我认为整体学习情况、父亲文化程度等变量上出现显著差异性。(4)高中生的同伴关系各部分得分的平均值都较高,表现出比较积极的同伴关系。(5)同伴关系在性别、年级、家庭居住地址、父亲文化程度、母亲文化程度、自我认为学习情况、班级类型等变量上出现显著性差异。在是否独生子女、是否有寄宿经历、是否有留守经历等变量上没有显著性差异。(6)自尊与学业能力自我效能感、学业行为自我效能感均为显著正相关。(7)学业自我效能感与同伴关系显著正相关。(8)自尊与同伴关系消极友谊质量显著负相关,与积极友谊质量呈显著正相关。(9)自尊可以预测学业自我效能感的各个维度;自尊、冲突与背叛、肯定和关心可以预测学业能力自我效能感;自尊、帮助与指导、消极、肯定和关系可以预测学业行为自我效能感。(10)自尊在肯定和关心、帮助与指导和学业自我效能感间起部分中介效应。根据研究结论,本文提出关于高中心理健康教育的以下建议:(1)增加学生的成功体验(2)选择合理的目标和榜样(3)调节学生的自尊水平(4)根据不同个体的学生因材施教(5)改变传统的教学方式激发学生学习兴趣(6)家庭教育与学校教育相结合(7)家长应不断提升自身的文化修养
[Abstract]:Academic self-efficacy self-efficacy is embodied in the field of learning. It is a kind of subjective feeling, not individual ability itself. Self esteem is the individual value in their overall emotional self-evaluation. Peer interaction refers to the same position in group communication, the same cognitive level of interaction between individuals the relation and behavior. This research is mainly on high school students' academic self-efficacy questionnaire, self-esteem and peer relationship, and to explore the relationship between the three and the interaction mechanism. Help us to better understand the contemporary high school students academic self-efficacy, self-esteem, peer relationship and the development level the characteristics of rich empirical study on domestic academic self-efficacy, to enhance academic self-efficacy, self-esteem, to provide basis for related research on peer relationships, so as to enable students to health product The polar face learning. This research is based on academic self-efficacy, self-esteem, peer relationship based literature reading and sorting on the selection of suitable questionnaire < friendship quality scale > >, < < the self esteem scale, high school students academic self-efficacy scale ", Xiaogan city of Hubei Province, a high sampling, a total of 356 high school students as the subjects. The data were collected by questionnaire, and, on the recovery of the data were analyzed by SPSS16.0 in order to find the high school students' academic self-efficacy, self-esteem status and peer relationship, and to reveal the relationship between them. Through the analysis of the data, draw the following conclusions: (1) the high school students' academic self efficacy is better. (2) the overall level of academic self-efficacy scores in gender, grade, family residence, whether the only child, whether left behind experience, father's education, mother's education does not exist on other variables Significant differences. There are significant differences in the types of classes, the experimental class is significantly higher than that of the parallel class. Academic self-efficacy has a significant difference in learning, self learning as a whole, good, good self learning as a whole was significantly higher than that of the poor; since I think the overall learning good students academic self-efficacy a sense of self that the overall learning situation is significantly higher than the average students. (3) have a higher sense of self-worth in grade of senior high school students. The demographic variables, self perceived overall learning situation, significant differences of cultural degree of father and other demographic variables. (4) the average values are higher in high school students peer relationship of each part in score. Show a positive relationship. (5) the peer relationship in gender, grade, family address, father's education, mother's education, that self learning, class type etc. There were significant differences between the volume. In the one-child, whether there is a boarding experience, if there is no significant difference between left behind experience and other variables. (6) self-esteem and academic ability self-efficacy, learning behavior self-efficacy were significantly positive correlation. (7) a significant positive correlation between academic self-efficacy and peer. (8) self-esteem and peer relationship of negative friendship quality was negatively correlated, positively correlated with positive friendship quality. (9) self-esteem can predict the dimensions of academic self-efficacy; self-esteem, conflict and betrayal, affirmation and care can predict academic ability self-efficacy; self-esteem, help and guidance, negative, positive and the relationship can predict academic self-efficacy. (10) self-esteem in affirmation and care, help and guidance and academic self-efficacy plays the partial intermediary effect. According to the research conclusion, this paper advances a high school mental health education The following suggestions: (1) increase the students' success experience (2) choose a reasonable target and example (3) adjust the students' self-esteem level (4) according to the different individual students individualized (5) to change the traditional teaching methods to stimulate students' interest in learning (6) with the combination of family education and school education (7 parents) we should constantly improve their own cultural accomplishment

【学位授予单位】：中南民族大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G444
，

本文编号：1482974