高中生自我妨碍的特点及其与心理控制源的关系研究

发布时间：2018-05-01 03:39

本文选题：高中生 + 自我妨碍　；参考：《陕西师范大学》2012年硕士论文

【摘要】：自我妨碍是指在成就和评价情境中,个体为了保护自我价值,采取减少努力或人为夸大困难的策略,以避免将其能力与未来可能的失败相联系,从而保持在他人眼中良好的自我呈现。在现行的教育体制中,过多的强调学生的成绩和学业能力,就必然使分数成为了学生综合能力的评价标准,这直接影响到学生对自我价值全面客观的评定。为了保护自我价值免受威胁,学生便会有意或无意的采取自我妨碍策略,因此,自我妨碍行为在学校这种典型的能力评价情境中十分常见。本次研究通过探讨与心理控制源的关系来揭示高中生自我妨碍的动机本质、自我妨碍产生的影响、以及自我妨碍在人口统计学上的差异等方面的特点及现状,以期帮助教育工作者对不同类型学生能够做到因材施教,有针对性地采取措施,从而及时有效地控制自我妨碍行为,从而提高他们的学习质量。本文采用问卷法分别对来自西安市和咸阳市两所高中582名学生进行了调查研究,结论如下： 1.高中生自我妨碍行为存在学科类型和生源地上的显著差异； 2.高中生心理控制源存在性别和年级上的显著差异； 3.高中生内控性与自我妨碍之间呈高度负相关,机遇与有势力的他人因子与自我妨碍之间呈高度负相关； 4.外控者比内控者有更多的自我妨碍倾向,且差异显著； 5.心理控制源的机遇因子更能预测自我妨碍行为的产生,预测力为17.2%；在此结论基础上,本研究提出了相应的教育干预措施,即在平时的教学过程中加强对学生的自信心和信任感的培养,增强内在的责任感和控制感,对学生进行归因训练,培养其的独立性及自主学习的能力等来控制自我妨碍行为。
[Abstract]:Self-handicapping is when, in the context of achievement and evaluation, individuals, in order to protect their self-worth, adopt strategies that reduce efforts or artificially exaggerate difficulties in order to avoid linking their abilities to possible future failures. In order to maintain a good self-presentation in the eyes of others. In the current education system, too much emphasis on students' achievement and academic ability will inevitably make scores become the evaluation standard of students' comprehensive ability, which directly affects the students' comprehensive and objective evaluation of their self-worth. In order to protect their self-worth from threats, students will adopt self-handicapping strategies intentionally or unintentionally. Therefore, self-handicapping behavior is very common in the typical ability evaluation situation of school. This study explores the relationship with locus of control to reveal the motivational nature of self-handicapping in high school students, the influence of self-handicapping, and the demographic differences of self-handicapping. The aim is to help educators to teach different types of students according to their aptitude and take measures to control their self-handicapping behavior in time and effectively and improve their learning quality. In this paper, 582 students from Xi'an and Xianyang high schools were investigated by questionnaire. The conclusions are as follows: 1. There are significant differences in subject types and students' origin in self-handicapping behavior of senior high school students. 2. There are significant differences between gender and grade in the locus of control of high school students. 3. There is a high negative correlation between high school students' internal control and self-handicapping, and between opportunity and influential other factors and self-handicapping. 4. The external control had more self-handicapping tendency than the internal control, and the difference was significant. 5. The opportunity factor of the locus of control can predict the occurrence of self-handicapping behavior, and the predictive power is 17.2; On the basis of this conclusion, this study puts forward the corresponding educational intervention measures, that is, to strengthen the cultivation of students' self-confidence and trust, to enhance their sense of inner responsibility and control, and to train students' attribution in the course of normal teaching. Develop their independence and autonomous learning ability to control self-handicapping behavior.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B844.2

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