發(fā)布時間：2018-04-26 10:15

  本文選題：高中生 + 學(xué)業(yè)自我效能感��； 參考：《西華師范大學(xué)》2017年碩士論文

【摘要】：本文以探索高中生學(xué)業(yè)自我效能感、學(xué)業(yè)情緒的特征以及對學(xué)業(yè)成績的影響為主要目標(biāo),使其指導(dǎo)教師、教育工作者更好地認(rèn)識學(xué)生的學(xué)業(yè)自我效能感、學(xué)業(yè)情緒水平及其與學(xué)業(yè)成績的關(guān)系,引導(dǎo)學(xué)生培養(yǎng)良好的學(xué)業(yè)自我效能感和學(xué)業(yè)情緒,從而改進(jìn)學(xué)業(yè)成績,使其更好地發(fā)展。以陜西省寶雞市一所高中540名高中生為調(diào)查對象,運用文獻(xiàn)分析法和俞國良與董妍的《青少年學(xué)業(yè)情緒問卷》、梁宇頌的《學(xué)業(yè)自我效能感問卷》進(jìn)行了調(diào)查研究,運用獨立樣本t檢驗、單因素方差分析、相關(guān)、回歸及中介效應(yīng)分析等數(shù)據(jù)處理方法對高中生學(xué)業(yè)情緒、學(xué)業(yè)自我效能感的特點及與學(xué)業(yè)成績的關(guān)系進(jìn)行了研究,結(jié)果表明:(1)高中生自我效能感均在中偏上,但是普遍程度都不高,高中生學(xué)習(xí)行為自我效能感稍低于學(xué)習(xí)能力自我效能感。高中生的學(xué)習(xí)能力自我效能感存在比較顯著的性別差異,男生的水平高于女生;不存在年級差異;不存在生源地差異;不存在獨生子女差異;不存在文理科差異。(2)高中生有著更多的積極學(xué)業(yè)情緒;呈現(xiàn)出顯著的性別差異;呈現(xiàn)出不同的年級差異:在積極高喚醒維度上,高一和高三有比較顯著的差異;在積極低喚醒維度上,高二和高三存在顯著的差異;在消極高喚醒維度上,高一和高三、高二和高三有顯著的差異;不存在生源地差異;不存在獨生子女差異;在積極高喚醒和消極高喚醒維度上有顯著的文理科差異,(3)高中生學(xué)業(yè)自我效能感、學(xué)業(yè)情緒與學(xué)業(yè)成績?nèi)齻�變量相互呈現(xiàn)顯著的相關(guān)關(guān)系。具體來說學(xué)業(yè)自我效能感與學(xué)業(yè)成績有顯著的正相關(guān)關(guān)系;積極學(xué)業(yè)情緒與學(xué)業(yè)成績是顯著的正相關(guān)關(guān)系,消極學(xué)業(yè)情緒與學(xué)業(yè)成績是顯著的負(fù)相關(guān)關(guān)系。學(xué)業(yè)自我效能感與學(xué)業(yè)成績有顯著的正相關(guān)關(guān)系。積極學(xué)業(yè)情緒與學(xué)業(yè)自我效能感呈顯著正相關(guān)。消極學(xué)業(yè)情緒與學(xué)習(xí)能力自我效能感有負(fù)相關(guān)關(guān)系,消極高喚醒維度與學(xué)習(xí)行為自我效能感有顯著的正相關(guān)關(guān)系。(4)高中生學(xué)業(yè)自我效能感和學(xué)業(yè)情緒均能有效預(yù)測其學(xué)業(yè)成績。(5)學(xué)業(yè)自我效能感、學(xué)業(yè)情緒與學(xué)業(yè)成績間的的中介變量是學(xué)業(yè)情緒,起部分中介的作用。根據(jù)上述調(diào)查結(jié)果,為了提高高中生的學(xué)業(yè)成績,本研究從以下兩個方面提出建議:(1)通過提高學(xué)生學(xué)業(yè)自我效能感水平提高學(xué)業(yè)成績。針對學(xué)業(yè)自我效能感的性別差異:增加成功的經(jīng)驗;選擇合適的榜樣;形成正確的歸因方式;進(jìn)行積極的言語勸說.(2)通過改善學(xué)生學(xué)業(yè)情緒狀態(tài)提高學(xué)業(yè)成績。1.針對學(xué)業(yè)情緒的性別差異的建議:首先,教師要主動建立和諧的師生關(guān)系;其次,學(xué)生要學(xué)會樹立正確的競爭觀。2.針對學(xué)業(yè)情緒的年級差異的建議:首先,教師針對不同年級學(xué)生選用合適的教學(xué)方式;其次,父母要設(shè)置合理的期望壓力。3.針對學(xué)業(yè)情緒的文理科差異的建議:首先,學(xué)生要建立友好的同伴關(guān)系;其次,父母要樹立正確的認(rèn)知評價方式。
[Abstract]:The main goal of this paper is to explore the characteristics of academic self-efficacy, the characteristics of academic emotion and the impact on academic achievement of high school students, so that teachers and educators can better understand the students' sense of academic self-efficacy. The level of academic emotion and its relationship with academic achievement can guide students to cultivate a good sense of academic self-efficacy and academic emotion so as to improve their academic achievement and make them develop better. A total of 540 senior high school students from a senior high school in Baoji City, Shaanxi Province, were investigated by literature analysis, Yu Guoliang and Dong Yan's Youth academic emotion questionnaire and Liang Yusong's academic Self-efficacy questionnaire. Using independent sample t-test, single factor analysis of variance, correlation, regression and intermediary effect analysis, the characteristics of high school students' academic emotion, academic self-efficacy and their relationship with academic achievement were studied. The results showed that: 1) the self-efficacy of senior high school students was on the middle side, but the general degree was not high, and the self-efficacy sense of learning behavior was slightly lower than that of learning ability self-efficacy in senior high school students. There are significant gender differences in learning ability self-efficacy of senior high school students, the level of boys is higher than that of girls, there is no difference of grade, there is no difference of students' origin, there is no difference of only child; There is no difference in arts and science. (2) Senior high school students have more positive academic emotions, significant gender differences, different grade differences: in the dimension of positive high arousal, there are significant differences between Senior one and Senior three; In the dimension of positive and low arousal, there are significant differences between senior two and high three; in negative high arousal, there are significant differences between senior one and high three, and between senior two and high three; there is no difference in the origin of students; there is no difference in only child; There are significant differences in the dimensions of positive high arousal and negative high arousal. (3) High school students have a sense of academic self-efficacy, and there is a significant correlation between the three variables of academic emotion and academic achievement. There is a significant positive correlation between academic self-efficacy and academic achievement, a positive correlation between positive academic emotion and academic achievement, and a significant negative correlation between negative academic emotion and academic achievement. There was a significant positive correlation between academic self-efficacy and academic achievement. Positive academic emotion was positively correlated with academic self-efficacy. There is a negative correlation between negative academic emotion and self-efficacy of learning ability. There was a significant positive correlation between negative high-arousal dimension and learning behavior self-efficacy. 4) academic self-efficacy and academic emotion of senior high school students could effectively predict their academic achievement. 5) academic self-efficacy. The intermediate variable between academic emotion and academic achievement is academic emotion, which plays the role of partial intermediary. According to the above results, in order to improve the academic achievement of senior high school students, this study puts forward some suggestions from the following two aspects: (1) to improve students' academic self-efficacy by improving their academic self-efficacy level. Gender differences in academic self-efficacy: increasing successful experience; choosing appropriate role models; forming the correct attribution style; carrying out positive verbal persuasion. 2) improving students' academic performance by improving their emotional state. First, teachers should take the initiative to establish a harmonious teacher-student relationship; secondly, students should learn to set up a correct view of competition. First, teachers should choose appropriate teaching methods for different grades of students; secondly, parents should set reasonable expectation pressure. 3. First, students should establish friendly peer relationships; secondly, parents should establish correct cognitive evaluation methods.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G442

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