高中生成就动机、自我管理能力与学业成绩的关系

发布时间：2018-05-31 22:27

本文选题：成就动机 + 自我管理能力　；参考：《济南大学》2012年硕士论文

【摘要】：目前，自我管理在诸多领域都受到了重视和研究，但学术界研究的多是企业管理中员工的自我管理和医疗服务系统中慢性疾病病员的健康自我管理。其他在教育领域中，对学前儿童和大学生的自我管理研究相对较多，涉及范围也较广，但针对中学生特别是高中生的研究还比较少。本文根据已有的大学生自我管理量表修订了适用于我国高中生的自我管理量表，同时对高中生的自我管理的特点进行了分析，在此基础上又研究了高中生成就动机、自我管理能力与学业成绩的关系。得到以下结论： 1.国内高中生自我管理能力结构可分为:组织计划、研究思考能力、思想交流能力、资源利用、学习管理、自我控制、观念意识、工作管理、人际交往、趋势需要、自我效能、自我表现和身体管理、观念意识等13个维度。它们基本涵盖了高中生自我管理能力结构的各个方面，据此我们编制了13个分量。经过对量表进行验证性因素分析显示结构合理，全量表主要测量了高中生在学习的自我管理、资源利用及个人生活方面的自我管理能力。在不同年级、不同性别、不同生源地的高中生中具有稳定性。 2.修订后的高中生自我管理能力量表具有良好的信度和效度。内部一致性系数都在0.70以上，总量表的内部一致性系数达到0.926；各维度的克隆巴赫α系数均在0.70以上，总量表的两项指标达到0.90以上，表明该量表内部有较好的同质性；重测信度的范围在0.934-0.972之间，，这说明量表具有较好的重测信度。各分量表之间的相关系数为0.143～0.468，各分量表与总量表相关系数为0.422～0.667。各分量表与总量表的相关超过各分量表间的相关说明量表结构效度良好。 3.高中生自我管理能力存在显著的年级差异。从总体上来说，高三学生自我管理能力的得分要高于高一新生。只是在人际公关、自我效能、自我表现维度上低于高一学生的平均得分。这符合中学阶段学生的自我管理能力水平总体上随年龄和经验增加而增长的假设，但由于高三阶段面临高考，学生把精力都投入到学习中，加之情绪焦虑，所以在人际公关、自我表现上得分略低，另外，大部分学生没有达到期望的学习效果，可导致自我效能感也会降低。 4.不同性别高中生自我管理能力总体上没有显著差异。城市学生在总分、研究思考、资源利用、人际交往、自我表现与身体管理和观念意识等方面的得分均高于农村学生，且差异显著，其中在研究思考、观念意识与自我表现与观念意识等方面差异非常显著：农村学生在自我控制维度高于城市学生，且差异较显著。另外农村学生在组织计划、自我效能等维度高于城市学生，城市学生在思想交流、学习管理、工作态度和趋势需要等方面高于农村学生，但差异均不显著。 5.成就动机与自我管理能力之间存在低程度的相关，没有显著性。 6.成就动机与学业成绩存在显著的正相关。成就动机水平高的学生其学业成绩也较好。 7.高三学生成就动机与学业成绩的相关系数高于高一学生，高三学生自我管理能力与学业成绩的相关系数低于高一学生。 8.成就动机对学业成绩的解释力呈增长趋势，而自我管理能力对学业成绩的解释力呈下降趋势。即是说，随着学生学龄的增长，自我管理能力对学业成绩的影响力在下降，而成就动机对学业成绩的影响力逐步上升。
[Abstract]:At present, self management has been paid attention to and studied in many fields. However, most of the research in the academic circle is about the self management of employees in enterprise management and the health self management of chronic diseases in the medical service system. In other educational fields, the study of self management of preschool children and college students is relatively large and involves a wide range of research in the field of education. However, there are few studies on high school students, especially high school students. According to the existing self management scale of college students, this paper revises the self management scale suitable for high school students in China, and analyses the characteristics of high school students' self management. On this basis, it also studies the achievement motivation of high and middle school students, self management ability and academic achievement. The following conclusions are obtained:
1. the structure of self-management ability of high school students in China can be divided into 13 dimensions: organizing plan, studying thinking ability, thinking ability, resource utilization, learning management, self-control, concept consciousness, work management, interpersonal communication, trend needs, self-efficacy, self expression and physical management, concept consciousness and so on. They basically cover the high school students' self In all aspects of the management ability structure, we have compiled 13 components. Through the confirmatory factor analysis of the scale, the structure is reasonable and the full scale mainly measured the self management of high school students in learning, resource utilization and personal life. High school students in different grades, different sexes, and different sources of students are in the same grade. It has stability in it.
2. revised high school students' self-management ability scale has good reliability and validity. The internal consistency coefficient is above 0.70 and the internal consistency coefficient of the total amount table reaches 0.926; the clone Bach alpha coefficient of each dimension is above 0.70, and the two index of the total amount table is up to 0.90, indicating that there is a better homogeneity in the scale. The range of retest reliability is between 0.934-0.972, which shows that the scale has a good retest reliability. The correlation coefficient between each component table is 0.143 to 0.468, and the correlation coefficient of each component table and the aggregate table is 0.422 to 0.667., and the correlation between each subscale is better than the correlation table.
3. there are significant grade differences in self-management ability of high school students. In general, the score of self-management ability of senior high school students is higher than that of high freshmen. It is lower than the average score of high school students in interpersonal relations, self-efficacy and self-expression. This is in line with the age of middle school students. And the hypothesis that experience increases, but due to the high third stage of the college entrance examination, students put their energy into the study, and emotional anxiety, so in interpersonal relations, self-expression on a slightly lower score, in addition, most students do not achieve the desired effect of learning, and can lead to a sense of self-efficacy will be reduced.
4. there is no significant difference in the self-management ability of high school students of different sexes. The scores of urban students in total score, research thinking, resource utilization, interpersonal communication, self expression and physical management and concept consciousness are higher than those of rural students, and the differences are significant. The difference is very significant: the dimension of self-control in rural students is higher than that of urban students, and the difference is significant. In addition, the dimensions of rural students' organizational plan and self-efficacy are higher than those of urban students, and the urban students are higher than the rural students in ideological communication, learning management, work attitude and trend, but the differences are not significant.
5. there is a low degree of correlation between achievement motivation and self-management ability.
6. there is a significant positive correlation between achievement motivation and academic achievement. Students with high achievement motivation also have better academic performance.
The correlation coefficient of achievement motivation and academic achievement of 7. senior three students is higher than that of high school students. The correlation coefficient of self management ability and academic achievement of senior three students is lower than that of high school students.
8. the explanatory power of achievement motivation to academic achievement shows a trend of growth, while self management ability has a decline in academic performance. That is, the influence of self management ability on academic achievement decreases with the growth of students' school age, and the influence of achievement motivation on academic achievement is gradually increasing.
【学位授予单位】：济南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B844.2

【参考文献】