發(fā)布時間：2018-04-26 09:03

  本文選題：初中生 + 師生關(guān)系��； 參考：《安徽師范大學(xué)》2017年碩士論文

【摘要】：初中階段是學(xué)生健康成長的關(guān)鍵期,處于青春期的學(xué)生不僅要面對心理和生理上的急劇的變化,還得面臨社會上的一些壓力,處理不好很容易出現(xiàn)心理問題。而師生關(guān)系是初中生心理健康的一個極為重要的方面,它也一直是心理學(xué)和教育學(xué)領(lǐng)域的熱點(diǎn)問題。此外,初中階段的學(xué)生生理、心理上的變化使得他們會產(chǎn)生學(xué)校適應(yīng)不良,而師生關(guān)系對學(xué)生的適應(yīng)狀況是有影響的。學(xué)業(yè)成就作為初中生學(xué)習(xí)狀況最直接的反應(yīng)形式,也越來越受到學(xué)生家長、老師、學(xué)校甚至是社會的重視,它也會受到師生關(guān)系的影響。因此,本研究以初中生為研究對象,探討師生關(guān)系、學(xué)業(yè)成就與學(xué)校適應(yīng)之間的關(guān)系。本研究采用問卷調(diào)查法,以《初中生師生關(guān)系問卷》、《學(xué)業(yè)成就自評》、《學(xué)校社會行為量表》為研究工具,以安徽省馬鞍山市、蕪湖市三所學(xué)校的1000名初中生為研究對象,采用spss16.0軟件對數(shù)據(jù)進(jìn)行分析,考察初中生師生關(guān)系、學(xué)業(yè)成就、學(xué)校適應(yīng)的近況,以及初中生師生關(guān)系、學(xué)業(yè)成就、學(xué)校適應(yīng)在年級、性別等方面的差別和三者之間的關(guān)系。并依據(jù)分析的結(jié)果提出一些建設(shè)性的意見。具體的研究結(jié)果顯示:1、初中生師生關(guān)系處于中等水平。初中生的師生關(guān)系在性別、年級、是否是班干部、戶籍地這些變量上存在顯著差異性。2、初中生的學(xué)業(yè)成就總體水平較高。初中生的學(xué)業(yè)成就在性別、年級、是否是班干部、戶籍地上有差異性。3、初中生的學(xué)校適應(yīng)性總體良好。初中生的學(xué)校適應(yīng)無論是在性別、年級上還是在是否是班級干部、戶籍上都有差異性。4、初中生的師生關(guān)系、學(xué)業(yè)成就、學(xué)校適應(yīng)兩兩相關(guān)。初中生師生關(guān)系的親密性維度、依戀性維度與學(xué)業(yè)成就、學(xué)校適應(yīng)正相關(guān);而回避性維度、沖突性維度與學(xué)業(yè)成就、學(xué)校適應(yīng)負(fù)相關(guān);初中生學(xué)校適應(yīng)的社會能力維度與學(xué)業(yè)成就正相關(guān),學(xué)校適應(yīng)的反社會行為維度與學(xué)業(yè)成就負(fù)相關(guān);學(xué)業(yè)成就在師生關(guān)系與學(xué)校適應(yīng)之間起到完全中介作用。
[Abstract]:Junior middle school is the key period for students to grow up healthily. Students in adolescence not only have to face the sharp changes in psychology and physiology, but also have to face some social pressure. The relationship between teachers and students is an important aspect of mental health of junior high school students. It is also a hot issue in the field of psychology and pedagogy. In addition, the physiological and psychological changes of junior middle school students make them adapt badly to the school, and the teacher-student relationship has an influence on the students' adaptation. As the most direct response to the learning situation of junior high school students, academic achievement has been paid more and more attention by parents, teachers, schools and even the society. It will also be affected by the teacher-student relationship. Therefore, this study focuses on junior high school students to explore the relationship between teachers and students, academic achievement and school adaptation. In this study, 1000 junior high school students in three schools in Maanshan and Wuhu in Anhui Province were investigated with questionnaire, Self-rating of academic Achievement and School Social behavior scale. Spss16.0 software was used to analyze the data to investigate the current situation of junior high school students' teacher-student relationship, academic achievement, school adaptation, junior high school students' teacher-student relationship, academic achievement, school adaptation in grade, gender, and the relationship between them. According to the results of the analysis, some constructive suggestions are put forward. The specific research results show that the junior high school students' teacher-student relationship is at the middle level at 1: 1. Junior high school students' teacher-student relationship in gender, grade, whether class cadres, household registration of these variables there are significant differences. 2, junior high school students' overall level of academic achievement is higher. Junior high school students' academic achievement in gender, grade, whether is class cadre, domicile has difference. 3, the school adaptability of junior high school students is good. The school adaptation of junior high school students is different in terms of gender, grade or class cadre, household registration is different. The relationship between teachers and students, academic achievement, school adaptation are related to each other. The intimacy dimension, attachment dimension and academic achievement, school adaptation of junior high school students are positively correlated, while avoidance dimension, conflict dimension and academic achievement, school adaptation are negatively correlated. The social ability dimension of school adaptation is positively related to academic achievement, the antisocial behavior dimension of school adaptation is negatively related to academic achievement, and academic achievement plays a complete intermediary role between teacher-student relationship and school adaptation.
【學(xué)位授予單位】：安徽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 徐明津;楊新國;;學(xué)校氣氛影響農(nóng)村初中生學(xué)業(yè)成就的多重中介效應(yīng)分析[J];現(xiàn)代中小學(xué)教育;2016年01期

2 王佳寧;于璐;熊韋銳;齊曉棟;;初中生親子、同伴、師生關(guān)系對學(xué)業(yè)的影響[J];心理科學(xué);2009年06期

3 張野;李其維;張珊珊;;初中生師生關(guān)系的結(jié)構(gòu)與類型研究[J];心理科學(xué);2009年04期

4 張明亮;朱曉文;;大學(xué)生經(jīng)濟(jì)境遇與學(xué)業(yè)成就的相關(guān)研究[J];山東行政學(xué)院山東省經(jīng)濟(jì)管理干部學(xué)院學(xué)報;2009年01期

5 楊安博;王登峰;滕飛;俞宗火;;高中生對父母的依戀與學(xué)業(yè)成就和自尊的關(guān)系[J];中國臨床心理學(xué)雜志;2008年01期

6 陳權(quán);;大學(xué)生情緒智力、成就動機(jī)及學(xué)業(yè)成績量化研究[J];高校教育管理;2007年04期

7 譚千保;陳宇;;班級環(huán)境對初中生學(xué)校適應(yīng)的影響[J];中國臨床心理學(xué)雜志;2007年01期

8 翟艾平;;智力與非智力因素對初中生學(xué)業(yè)成績的影響研究[J];教育理論與實(shí)踐;2006年24期

9 姚計海;唐丹;;中學(xué)生師生關(guān)系的結(jié)構(gòu)、類型及其發(fā)展特點(diǎn)[J];心理與行為研究;2005年04期

10 劉萬倫,沃建中;師生關(guān)系與中小學(xué)生學(xué)校適應(yīng)性的關(guān)系[J];心理發(fā)展與教育;2005年01期

相關(guān)碩士學(xué)位論文 前5條

1 姚微微;初中生社會目標(biāo)、師生關(guān)系同伴關(guān)系與學(xué)業(yè)求助關(guān)系研究[D];東北師范大學(xué);2014年

2 梁楊;初中生師生關(guān)系、學(xué)業(yè)歸因與學(xué)習(xí)成績的關(guān)系[D];沈陽師范大學(xué);2014年

3 向瓊;教師人際行為、初中生自我概念與學(xué)校適應(yīng)的關(guān)系研究[D];四川師范大學(xué);2009年

4 鄧兆巍;大學(xué)生自我概念與社會適應(yīng)的相關(guān)研究[D];南京師范大學(xué);2006年

5 余益兵;初中生感知的學(xué)校氣氛與學(xué)校適應(yīng)的關(guān)系[D];安徽師范大學(xué);2006年

，

本文編號：1805354