發(fā)布時(shí)間：2018-04-25 21:29

  本文選題：寄宿制學(xué)校 + 社會(huì)支持�。� 參考：《河北大學(xué)》2017年碩士論文

【摘要】：寄宿制學(xué)校承擔(dān)著學(xué)生生活和學(xué)習(xí)的雙重責(zé)任,融學(xué)校教育功能、家庭撫育功能和社會(huì)教育功能于一體,不僅要使得學(xué)生取得優(yōu)秀的學(xué)習(xí)成績,還要保證他們的心理健康,使他們的身心都能健康發(fā)展,因此要關(guān)心他們的學(xué)校適應(yīng)情況。本研究采用社會(huì)支持量表、自我概念量表和初中生學(xué)校適應(yīng)量表,以506名寄宿制初中生為研究對(duì)象,調(diào)查、分析了他們的社會(huì)支持、自我概念和學(xué)校適應(yīng)的情況及三者之間的關(guān)系,得到如下結(jié)論:(一)寄宿制初中生的自我概念在性別、年級(jí)上存在顯著差異。其中男生的自我概念水平高于女生;在年級(jí)上且差異顯著,從高到低依次為九年級(jí)、七年級(jí)、八年級(jí)。不同性別的寄宿制初中生的學(xué)校適應(yīng)水平,在常規(guī)適應(yīng)維度上存在顯著差異,女生得分顯著高于男生;不同年級(jí)的寄宿制初中生學(xué)校適應(yīng)差異不顯著,但在學(xué)校態(tài)度、同伴關(guān)系、學(xué)業(yè)適應(yīng)維度上差異顯著。(二)寄宿制初中生的社會(huì)支持與學(xué)校適應(yīng)之間存在著顯著的正相關(guān),且寄宿制初中生的社會(huì)支持水平可以顯著預(yù)測學(xué)校適應(yīng),社會(huì)支持水平高的寄宿制初中生,學(xué)校適應(yīng)水平也高;社會(huì)支持水平低的寄宿制初中生,學(xué)校適應(yīng)水平也低。(三)寄宿制初中生的社會(huì)支持與自我概念之間存在著顯著的正相關(guān),寄宿制初中生的社會(huì)支持可以顯著預(yù)測其自我概念水平。(四)自我概念在寄宿制初中生的社會(huì)支持影響學(xué)校適應(yīng)的過程中起中介變量的作用,學(xué)生的社會(huì)支持水平不僅會(huì)影響到其學(xué)校適應(yīng)的水平,還會(huì)通過自我概念來影響學(xué)校適應(yīng)。
[Abstract]:Boarding schools bear the dual responsibility of students' life and study. By integrating the functions of school education, family upbringing and social education, the boarding schools should not only make students obtain excellent academic results, but also ensure their mental health. Make them both physically and mentally healthy, so care about their school adaptation. Using the Social support scale, the Self-concept scale and the School adaptation scale for Junior High School students, 506 boarding junior high school students were investigated, and their social support was analyzed. The relationship between self-concept and school adaptation, and the relationship between them, the following conclusion is drawn: (1) there are significant differences in gender and grade of self-concept among boarding junior high school students. The level of self-concept of male students was higher than that of girls, and there was significant difference in grade, from high to low: ninth grade, seventh grade, eighth grade. There were significant differences in school adaptation level between different genders of boarding junior high school students, and the scores of female students were significantly higher than that of boys, but there was no significant difference in school adaptation level among boarding junior high school students in different grades, but in school attitude. There were significant differences in peer relationship and academic adaptation. (2) there is a significant positive correlation between the social support of boarding junior high school students and school adaptation, and the social support level of boarding junior high school students can significantly predict school adaptation and high social support level of boarding junior high school students; The level of school adaptation is also high, and that of boarding junior high school students with low social support level is also low. (3) there is a significant positive correlation between social support and self-concept of boarding junior high school students, and social support of boarding junior high school students can significantly predict their self-concept level. (4) Self-concept plays an intermediary role in the process of social support of boarding junior high school students influencing school adaptation, and the level of students' social support will not only affect the level of school adaptation. It can also influence school adaptation through self-concept.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

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本文編號(hào)：1803033