初中生同伴关系对学业情绪、学业成绩的影响研究

发布时间：2018-05-11 00:31

本文选题：初中生同伴关系 + 学业情绪　；参考：《东北师范大学》2012年硕士论文

【摘要】：初中生正处于青春期生长发育的早期阶段，，随着年龄的增长，初中生的社会交往对象开始逐渐从年长者向同龄人转变，因此，同伴关系在初中生的人际交往中占有越来越重要的地位。初中生的同伴关系会对其学习和生活产生各方面的影响，根据佩克伦的学业情绪“控制-价值”理论，人际关系是影响学业情绪的一个重要因素，本研究欲通过对同伴关系和学业情绪之间关系的研究，考察同伴关系是否能够对学业情绪起到预测作用，或者能够在多大程度上对学业情绪进行预测。此外，在上述研究的基础上，本文还欲对学业情绪是否在同伴关系对学业成绩的影响过程中起到中介作用加以分析。本研究采用《等级评定量表》和《青少年学业情绪问卷》对420名初中生进行问卷调查，考察了初中生同伴关系和学业情绪的基本状况，同伴关系和学业情绪之间的关系，以及这二者分别与学业成绩之间的关系，研究结果如下： 1.初中生同伴关系在性别上存在显著差异，女生同伴关系明显好于男生；在不同年级初中生同伴关系不存在明显差异。 2.从总体看，初中生学业情绪在年级和性别上的差异均不显著；从学业情绪具体维度分析，消极高唤醒维度存在显著的性别差异，女生的平均分高于男生。 3.初中生同伴关系与学业情绪之间存在一定程度的相关，但未达到显著标准；初中生同伴关系与学业成绩之间呈显著正相关。 4．初中生学业情绪与学业成绩显著正相关，积极高唤醒和积极低唤醒两个维度与学业成绩均呈显著正相关，消极高唤醒和消极低唤醒两个维度与学业成绩均呈正相关，但相关效果不显著。 5.初中生同伴关系对学业成绩具有显著的预测作用；初中生学业情绪对学业成绩也具有显著的预测作用。
[Abstract]:Junior high school students are in the early stage of puberty growth and development. With the increase of age, the social interaction objects of junior high school students begin to change from the elderly to their peers, so, Peer relationship plays a more and more important role in junior high school students' interpersonal communication. The peer relationship of junior high school students will affect their study and life in all aspects. According to Peckron's theory of "control-value" of academic emotion, interpersonal relationship is an important factor affecting academic emotion. Through the study of the relationship between peer relationship and academic emotion, this study aims to investigate whether peer relationship can predict academic emotion, or to what extent it can predict academic emotion. In addition, on the basis of the above research, this paper also wants to analyze whether academic emotion plays an intermediary role in the influence of peer relationship on academic achievement. In this study, 420 junior middle school students were investigated with rating scale and adolescent academic emotion questionnaire, and the basic status of peer relationship and academic emotion, the relationship between peer relationship and academic emotion were investigated. And the relationship between them and academic achievement. The results are as follows: 1. There were significant differences in peer relationship between junior high school students and boys, but there was no significant difference between girls and boys in different grades. 2. On the whole, the difference of academic emotion in grade and sex is not significant. From the analysis of the specific dimension of academic emotion, there is significant gender difference in negative high-arousal dimension, the average score of girls is higher than that of boys. 3. There is a certain degree of correlation between peer relationship and academic emotion of junior high school students, but it does not reach the significant standard, and there is a significant positive correlation between peer relationship and academic achievement of junior high school students. 4. There was significant positive correlation between academic emotion and academic achievement, positive correlation between positive high arousal and positive low arousal, negative high arousal and negative low arousal with academic achievement. But the effect is not significant. 5. Peer relationship of junior high school students has a significant predictive effect on academic achievement, and academic emotion of junior high school students also has a significant predictive effect on academic achievement.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B844.2

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