初中生自我对话、学业自我概念及自尊的关系研究

发布时间：2018-01-20 19:39

本文关键词： Burnett自我对话问卷自我对话学业自我概念自尊　出处：《西北师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：初中生学习任务繁重，心理压力大，对待学习能力有自己独特的态度，反映在关于学习的自我对话中，可以看出学生是否经常的把自己当做认识的客体及其学习态度是积极的还是消极的。不同效价的自我对话对学生的学业自我概念和自尊有不同的影响。选取针对学习中的自我对话调查问卷进行修订，以探讨初中生自我对话的特点、自我对话与学业自我概念和自尊的关系，以及如何通过改变学生自我对话的习惯和效价，更好的帮助学生成为积极的学习者。在三所学校随机抽取被试，修订了国外的自我对话问卷。其次，采用问卷调查了初中生的自我对话、学业自我概念和自尊。使用方差分析、相关及回归等统计方法分析了初中生的自我对话、学业自我概念和自尊的一般情况；快班和慢班学生的自我对话、学业自我概念和自尊的差异；自我对话与学业自我概念和自尊的关系；不同效价的自我对话和自尊对学业自我概念的预测力。综合研究的结果，得出以下结论：（1）修订的自我对话问卷有良好的信度和效度，可以用来测量中学生关于学业的自我对话的效价和频率，也证实了自我对话的两维模型。（2）八年级男生由于对自我评价不稳定、学习和社会压力增大等原因，其消极的自我对话最多，九年级时学生对自我的认识趋于稳定，，消极的自我对话再次减少。女生的消极的自我对话在年级上的差异不显著。男生和女生积极的自我对话都不存在年级上的差异。（3）初中男生和女生积极的自我对话的使用频率相当，且各个年级的积极的自我对话的使用频率也相当。七年级学生的消极的自我对话显著的少于八年级学生的消极的自我对话；消极的自我对话在性别上不存在显著差异。（4）受入学时过度积极的自我评价、学业压力、社会压力的影响，学生在八年级时学业自我概念表现出下降的趋势。学业自我概念不存在性别上的显著差异。（5）七年级的学生受成功入学的情绪影响，表现出高的状态自尊。八年级和九年级学生的认知能力更加成熟，自我价值感有显著的下降。九年级男生因为数学和空间认知能力的优势，其自尊高于女生的自尊。（6）学业自我概念对积极的自我对话有正相关，和消极的自我对话有负相关。（7）自尊和自我对话对学业自我概念的预测力由大到小依次是消极的自我对话、自尊和积极的自我对话。
[Abstract]:Junior high school students have their own unique attitude towards learning ability, which is reflected in the self-dialogue about learning. It can be seen whether the students often regard themselves as the object of cognition and whether their learning attitude is positive or negative. Different self-dialogues have different effects on students' academic self-concept and self-esteem. The self-dialogue questionnaire in learning is revised. In order to explore the characteristics of self-dialogue among junior high school students, the relationship between self-dialogue and academic self-concept and self-esteem, and how to help students become active learners by changing the habit and titer of self-dialogue. Subjects were randomly selected in three schools to revise the questionnaire of self-dialogue in foreign countries. Secondly, self-dialogue, academic self-concept and self-esteem of junior high school students were investigated by using ANOVA. Correlation and regression statistical methods were used to analyze the general situation of self-dialogue, academic self-concept and self-esteem of junior high school students. The self-dialogue between the fast class and the slow class, the difference of academic self-concept and self-esteem; The relationship between self-dialogue and academic self-concept and self-esteem; Prediction of academic self-concept by self-dialogue and self-esteem with different potency. Based on the results of the study, the following conclusions are drawn: 1) the revised self-dialogue questionnaire has good reliability and validity, which can be used to measure the titer and frequency of self-dialogue in middle school students. It also confirms the two-dimensional model of self-dialogue. (2) because of the instability of self-evaluation, the increasing of learning and social pressure, the male students in Grade 8 had the most negative self-dialogue, and the self-cognition of the students in Grade 9 tended to be stable. Negative self-dialogue is reduced again. There is no significant difference in the grade of negative self-dialogue between girls and boys. There is no difference in grade between boys and girls in positive self-dialogue. (3) male and female students in junior high school use the same frequency of active self-dialogue. The use frequency of positive self-dialogue in each grade is also equal. The negative self-dialogue of the seventh grade students is significantly less than that of the eighth grade students; There is no significant gender difference in negative self-dialogue. (4) influenced by excessive positive self-evaluation, academic pressure and social pressure. Students' academic self-concept showed a downward trend in grade eight, and there was no significant gender difference in academic self-concept. (5) students in Grade 7 were influenced by the emotion of successful entrance and showed high state self-esteem. The cognitive ability of students in Grade 8 and Grade 9 was more mature. There was a significant decline in self-worth. Due to the advantages of mathematics and spatial cognitive ability, the self-esteem of boys in Grade 9 was higher than that of girls. 6) academic self-concept has positive correlation with positive self-dialogue and negative correlation with negative self-dialogue. 7) the predictive power of self-esteem and self-dialogue to academic self-concept is negative self-dialogue, self-esteem and positive self-dialogue.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B844.2

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