中学生对班级环境的知觉、人际信任与学习分享行为的关系
发布时间：2018-07-29 13:30
【摘要】：学习分享行为是指学生之间进行学习方面的交流,相互交换各自拥有的知识、学习经验、学习资料等的行为。学习分享行为是中学生分享行为的组成部分,对中学生的成长有重要的意义。本研究通过编制中学生学习分享行为问卷,对中学生的学习分享行为进行调查,并研究分析学习分享行为与中学生对班级环境的知觉、人际信任的关系。 本研究选取郑州市两所中学共198名中学生为被试,对问卷进行预测,然后选取四所中学共519名学生进行正式施测,其中有效问卷478份。通过对数据的统计分析,得到以下结论: 1.中学生学习分享行为包含3个维度,即分享积极性、分享互助和分享质量,符合本研究的理论构想。本研究所编制的中学生学习分享行为问卷具有较好的信度和效度。 2.中学生知觉到的班级环境较好,总分高于量表中间值,其中同学关系与秩序纪律的得分最高。人际信任水平不高,总分低于量表中间值,三个维度中只有可预测性的得分高于中值。 3.对中学生学习分享行为的特征进行考察,结果发现:(1)中学生学习分享行为各维度中,分享质量维度得分最高,其次是分享互助,分享积极性得分最低。(2)性别因素在学习分享行为各维度上不存在显著性差异。年级在分享积极性上有显著性差异,初二学生的得分最高,高三学生的得分最低。 4.中学生对班级环境的知觉、人际信任和学习分享行为存在显著正相关。 5.班级环境对学习分享行为有正向预测作用,人际信任对学习分享行为也具有正向预测作用。人际信任在班级环境与学习分享行为关系间起部分中介作用。
[Abstract]:The behavior of learning sharing refers to the exchange of knowledge, learning experience and learning materials among students. Learning to share behavior is a part of middle school students' sharing behavior, which is of great significance to the growth of middle school students. This study investigated the learning sharing behavior of middle school students by compiling the questionnaire of learning sharing behavior of middle school students, and analyzed the relationship between learning sharing behavior and perceived class environment and interpersonal trust of middle school students. In this study, 198 middle school students from two middle schools in Zhengzhou were selected to predict the questionnaire, and 519 students from four middle schools were selected for formal test, of which 478 were valid. Through the statistical analysis of the data, the following conclusions are obtained: 1. The learning and sharing behavior of middle school students includes three dimensions, that is, sharing enthusiasm, sharing mutual aid and sharing quality, which accords with the theoretical conception of this study. The questionnaire developed by this study has good reliability and validity. 2. Middle school students perceived a better class environment, the total score was higher than the middle value of the scale, among which, the highest score was the classmate relationship and order and discipline. The interpersonal trust level is not high, the total score is lower than the middle value of the scale, only the predictable score of the three dimensions is higher than the median value. The characteristics of learning and sharing behavior of middle school students were investigated. The results showed that: (1) among the dimensions of learning and sharing behavior of middle school students, the score of sharing quality dimension was the highest, followed by sharing mutual aid; (2) there was no significant difference in learning sharing behavior between the two sexes. There was significant difference in the enthusiasm of sharing between grade two students and junior high school students. Middle school students' perception of class environment, interpersonal trust and learning sharing behavior were significantly positively correlated. 5. 5. Class environment can positively predict learning sharing behavior, and interpersonal trust can also positively predict learning sharing behavior. Interpersonal trust plays an intermediary role in the relationship between class environment and learning-sharing behavior.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2
本文编号：2152826
[Abstract]:The behavior of learning sharing refers to the exchange of knowledge, learning experience and learning materials among students. Learning to share behavior is a part of middle school students' sharing behavior, which is of great significance to the growth of middle school students. This study investigated the learning sharing behavior of middle school students by compiling the questionnaire of learning sharing behavior of middle school students, and analyzed the relationship between learning sharing behavior and perceived class environment and interpersonal trust of middle school students. In this study, 198 middle school students from two middle schools in Zhengzhou were selected to predict the questionnaire, and 519 students from four middle schools were selected for formal test, of which 478 were valid. Through the statistical analysis of the data, the following conclusions are obtained: 1. The learning and sharing behavior of middle school students includes three dimensions, that is, sharing enthusiasm, sharing mutual aid and sharing quality, which accords with the theoretical conception of this study. The questionnaire developed by this study has good reliability and validity. 2. Middle school students perceived a better class environment, the total score was higher than the middle value of the scale, among which, the highest score was the classmate relationship and order and discipline. The interpersonal trust level is not high, the total score is lower than the middle value of the scale, only the predictable score of the three dimensions is higher than the median value. The characteristics of learning and sharing behavior of middle school students were investigated. The results showed that: (1) among the dimensions of learning and sharing behavior of middle school students, the score of sharing quality dimension was the highest, followed by sharing mutual aid; (2) there was no significant difference in learning sharing behavior between the two sexes. There was significant difference in the enthusiasm of sharing between grade two students and junior high school students. Middle school students' perception of class environment, interpersonal trust and learning sharing behavior were significantly positively correlated. 5. 5. Class environment can positively predict learning sharing behavior, and interpersonal trust can also positively predict learning sharing behavior. Interpersonal trust plays an intermediary role in the relationship between class environment and learning-sharing behavior.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2
【引证文献】
相关期刊论文 前1条
1 李丹;宗利娟;刘俊升;;外化行为问题与集体道德情绪、集体责任行为之关系:班级氛围的调节效应[J];心理学报;2013年09期
，本文编号：2152826
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