学业自我概念与学习成绩关系及意象干预研究

发布时间：2018-08-19 19:39

【摘要】： 自从詹姆斯提出自我这一概念以来,自我概念一直是心理界感兴趣的话题。学生的学业自我概念与学业成绩的关系是心理学在教育领域的探索。本研究的研究一从理论和实际的角度出发,选取六年级学生为研究样本,考察这一阶段学生的学业自我概念与学业成绩的关系模型。同时,因为在之前研究模型中未见引入智商因素,鉴于智商与学业成绩的显著相关,在模型中引入智商因素做为一个潜变量,以考察引入智商因素后学业自我概念与学业成绩的关系。结果表明:六年级学生的语文、数学自我概念显著影响本科目的后测成绩,数学科目支持Marsh的学业自我概念交互模型。也即前测数学自我概念显著影响后测的数学成绩,前测的数学成绩也显著影响后测的数学自我概念。对于语文科目,本研究支持学业自我概念的自我提升模型,也即前测的语文自我概念显著影响后测的语文成绩,但前测的语文成绩并不显著影响后测语文自我概念。研究一从理论上论证了前测的学业自我概念对后测的学业成绩影响显著,这个结果支持前人的研究,也说明通过提高学生的学业自我概念以提高学生相应科目的学业成绩的可行性。本研究的研究二从积极心理学的视角出发,用现场研究的方法考察使用意象训练对提高学生学业自我概念的效果。在意象训练中把积极的心理体验作为主要手段,引导学生进入一种更高的心理境界:意象—幻想—创造的境界。让学生学习的潜能得以极大的发挥,能够让他们体验到极大的学习乐趣,体会到学习的巨大收效,创造条件让学生冲击高峰体验。从而拥有更积极的学业自我概念。研究分为意象语文组、意象数学组、激励组和对照组4组,分别进行对语文科目的意象,经过4个月的意象训练,意象语文组的语文自我概念有显著提高,也即针对本科目的意象训练对提高学生学业该科目的学业自我概念有明显的正向影响。这就为学校提高学生的学业成绩提供了一条新的选择之路。
[Abstract]:Since James put forward the concept of self-concept, self-concept has been a topic of psychological interest. The relationship between students' academic self-concept and academic achievement is the exploration of psychology in the field of education. In the first part of this study, from the theoretical and practical point of view, the sixth grade students were selected as the sample to investigate the relationship between academic self-concept and academic achievement in this stage. At the same time, because the IQ factor was not introduced in the previous research model, given the significant correlation between IQ and academic achievement, the IQ factor was introduced as a latent variable in the model. To investigate the relationship between academic self-concept and academic achievement after introducing IQ factors. The results showed that the mathematics self-concept significantly affected the post-test scores of the sixth grade students, and the mathematical subjects supported Marsh's model of academic self-concept interaction. In other words, the mathematical self-concept of pre-test significantly affects the mathematics scores of post-test, and the mathematical scores of pre-test also significantly affect the self-concept of post-test. For Chinese subjects, this study supports the self-promotion model of academic self-concept, that is, the pre-test language self-concept significantly affects the post-test language achievement, but the pre-test language score does not significantly affect the post-test Chinese self-concept. The first study theoretically demonstrated that the self-concept of pre-test had a significant effect on post-test academic achievement, which supported previous studies. It also shows the feasibility of improving students' academic achievement by improving their academic self-concept. From the perspective of positive psychology, the second study investigated the effect of image training on the improvement of students' academic self-concept with the method of field study. In image training, positive psychological experience is regarded as the main means to guide students into a higher state of mind: image-fantasy-creation. So that students can maximize their learning potential, can let them experience a great deal of learning fun, experience the great results of learning, create conditions for students to impact the peak experience. To have a more active academic self-concept. The study was divided into four groups: image Chinese group, image mathematics group, incentive group and control group. After four months of image training, the image language self-concept of image language group was improved significantly. In other words, the image training for this subject has a positive effect on the improvement of students' academic self-concept. This provides a new choice for schools to improve their academic performance.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G441

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