超常儿童时间管理倾向发展特点及相关影响因素研究

发布时间：2018-06-08 02:22

本文选题：超常儿童 + 时间管理倾向　；参考：《重庆师范大学》2015年硕士论文

【摘要】：超常儿童是指在心理素质诸如智力、创造力和非智力等方面,显著优于同龄常态儿童,或者在某些特殊才能方面:具有实际成就或潜在能力的特殊儿童。时间管理倾向是个体在对待时间功能和价值上,在运用时间方式上所表现出来的心理和行为特征,可分为时间价值感、时间监控观和时间效能感三个维度,是一种人格特征,其对超常儿童各方面的发展起到促进作用。因此,考察超常儿童时间管理倾向的发展特点,并与常态儿童进行比较,考察超常儿童时间管理倾向的相关影响因素,既为超常儿童时间管理能力的培养提供依据,也有利于常态儿童时间管理能力的培养,促进常态儿童的发展。本研究通过导师推荐从中国科学院心理研究所的“超常儿童实验班”,北京市育才中学的“徐特立班”及北京市第八中学的“超常教育实验班”选出231名超常儿童作为被试。采用问卷法,对小学五年级,六年级,初一,初二,高一,高二超常儿童时间管理倾向的年级差异与性别差异进行考察,探讨其发展特点。采用问卷法,考察小学五年级,六年级,初一,初二,高一,高二超常与常态儿童时间管理倾向发展水平差异。采用问卷法,考察小学五年级,六年级,初一,初二,高一,高二超常儿童时间管理倾向与成就动机、心理控制源、父母教养方式的关系。研究结果表明:(1)小学五年级,六年级,初一,初二,高一,高二超常儿童时间管理倾向发展水平存在显著的年级差异。在五年级~六年级迅速发展,六年级~高二间缓慢发展,六年级是超常儿童时间管理倾向发展的关键期。小学五年级,六年级,初一,初二,高一,高二超常儿童时间管理倾向的发展不存在显著的性别差异,男女超常儿童时间管理倾向发展水平基本相同。(2)小学五年级,六年级,初一,初二,高一,高二超常儿童时间管理倾向发展水平在总体和不同维度上显著高于常态儿童。(3)小学五年级,六年级,初一,初二,高一,高二超常儿童时间管理倾向各维度及总分与追求成功的动机存在显著的正相关,与避免失败存在负相关,但不显著。小学五年级,六年级,初一,初二,高一,高二超常儿童时间管理倾向各维度及总分与心理控制源存在显著的负相关。小学五年级,六年级,初一,初二,高一,高二超常儿童时间管理倾向各维度及总分与父亲教养方式中父亲的情感温暖、偏爱被试呈显著正相关,时间效能感与父亲的惩罚严厉、过分干涉呈显著负相关。与母亲教养方式中母亲的情感温暖、偏爱被试呈显著正相关。
[Abstract]:Exceptional children are those who are superior to normal children of the same age in mental quality such as intelligence, creativity and non-intelligence, or in some special talents: special children with actual achievements or potential abilities. The tendency of time management is the psychological and behavioral characteristics of individual in treating time function and value. It can be divided into three dimensions: time value sense, time monitoring view and time efficacy feeling. It is a kind of personality characteristic. It plays a role in promoting the development of all aspects of exceptional children. Therefore, to investigate the development characteristics of the time management tendency of the super children, and to compare it with the normal children, and to investigate the relevant influencing factors of the time management tendency of the exceptional children, it is to provide the basis for the training of the time management ability of the exceptional children. It is also conducive to the training of normal children's time management ability and promoting the development of normal children. In this study, 231 exceptional children were selected from the "extraordinary children experimental class" of the Institute of Psychology of the Chinese Academy of Sciences, the "Xu Teli Class" of Beijing Yucai Middle School and the "extraordinary Education Experimental Class" of Beijing No. 8 Middle School. By means of questionnaire, this paper investigates the grade difference and gender difference of time management tendency of children in grade five, grade six, grade one, grade two, grade one, grade two of senior high school, and probes into its development characteristics. The development level of time management tendency of children in grade five, grade six, grade one, grade two, high school, high school and normal children were investigated by questionnaire. The relationship between time management tendency and achievement motivation, locus of control and parental rearing style of children in grade five, grade six, grade one, grade two, grade one, grade two were investigated by questionnaire. The results show that there are significant differences in the development level of time management tendency among the fifth grade, the sixth grade, the first grade, the second year of the senior high school. In grade 5 ~ 6, it develops rapidly, and in grade 6 ~ 2, it develops slowly. Grade 6 is the key period for the development of time management tendency of children. There is no significant gender difference in the development of the time management disposition of the supernormal children in grade five, grade six, grade one, grade two, high school and high school two. The development level of time management tendency of boys and girls is basically the same. The development level of time management tendency of the first, second, first and second year of senior high school children is significantly higher than that of normal children in different dimensions.) Grade 5, Grade 6, Grade 1, Grade 2, Grade 1, There was a significant positive correlation between the dimensions and the total score of time management tendency in the second year of senior high school children and a significant positive correlation with the motivation for success and a negative correlation with the avoidance of failure, but not significant. There was a significant negative correlation between the dimensions and the total scores of the time management tendency of the fifth grade, the sixth grade, the first grade, the second grade and the second grade of the junior high school. In grade five, grade six, grade one, grade two, high school children's time management tendency and total scores were positively correlated with father's emotional warmth and preference. The sense of time efficacy was negatively correlated with the severe punishment and excessive interference of the father. There was a significant positive correlation between mother's emotional warmth and preference in mother's rearing style.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：B844.1

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