中学生自我概念在教师互动方式与学习适应之间的中介效应研究

发布时间：2018-06-28 01:48

本文选题：自我概念 + 教师互动方式　；参考：《南京师范大学》2012年硕士论文

【摘要】：本研究旨在探讨中学生自我概念、教师互动方式和学习适应三个概念之间的关系,重点研究自我概念在教师互动方式与学习适应之间的中介效应。首先对自我概念、教师互动方式和学习适应三方面的相关研究进行了理论综述,其次是对三者特点及两两关系进行了系统的研究,最后,研究自我概念的中介作用。本研究选取江苏省四所全日制中学906名学生作为被试,采用问卷调查的方式,运用相关、回归、多层线性模型和结构方程等统计方法,考察中学生自我概念在教师互动方式与学习适应之间的中介效应。研究结果得出： 1.中学生自我概念存在显著的性别和年级差异。 2.教师互动方式存在显著的性别差异和年级差异。 3.中学生学习适应存在显著的性别和年级差异。 4.在相关分析上,自我概念的各维度、学习适应的各维度与教师互动方式的领导的、帮助的、理解的、学生自主的和严格的这五个分量表存在显著的正相关,与缺乏主见的、不满的和训诫的这三个分量表存在显著的负相关。自我概念与学习适应存在着显著的正相关。在回归分析方面,在个体水平上,教师互动方式的两个维度“支配－顺从”和“友善－敌对”维度均对自我概念和学习适应有直接的预测作用,在班级水平上,教师互动方式对自我概念没有预测作用,而教师互动方式的“友善－敌对”维度对学习适应的学习态度、学习技术、学习环境有显著的预测作用,教师互动方式的“支配－顺从”维度对学习适应的学习环境因子存在预测作用。中学生的自我概念对学习适应具有显著的预测作用。其中,自我行动和自我认同对学习态度、学习技术、学习环境以及学习适应总分都有较好的预测作用,自我概念中的自我行动因子对心身健康有预测作用。 5.自我概念在教师互动方式的两个维度与学习适应之间起部分中介作用,中介效应占总效应的比率为41.5%和以0.5%。说明,教师互动方式能够通过自我概念间接的预测学习适应。自我行动在教师互动方式的两个维度与学习适应之间起部分中介作用,中介率为38.7%和41.3%。自我认同在教师互动方式的两个维度与学习适应之间起部分中介作用,中介率为9.1%和6.8%。
[Abstract]:The purpose of this study is to explore the relationship among the three concepts of middle school students' self-concept, teacher's interaction style and learning adaptation, and to study the intermediary effect of self-concept between teacher's interaction style and learning adaptation. First of all, this paper makes a theoretical review of the three aspects of self-concept, teacher interaction and learning adaptation, and then makes a systematic study on the characteristics of the three aspects and the relationship between them. Finally, it studies the intermediary role of self-concept. In this study, 906 students from four full-time middle schools in Jiangsu Province were selected as subjects. The questionnaire survey was conducted with the statistical methods of correlation, regression, multilayer linear model and structural equation. This paper investigates the intermediary effect of middle school students' self-concept between teachers' interaction style and learning adaptation. The results are as follows: 1. There are significant gender and grade differences in self concept of middle school students. 2. There are significant gender differences and grade differences in teacher interaction style. 3. 3. There are significant gender and grade differences in learning adaptation of middle school students. 4. In the correlation analysis, there is a significant positive correlation between the dimensions of self-concept, the dimensions of learning adaptation and the leadership, help, understanding, student autonomy and rigor of the five subscales. There was a significant negative correlation between the three subscales of dissatisfaction and admonition. There is a significant positive correlation between self-concept and learning adaptation. In regression analysis, at the individual level, the two dimensions of teacher interaction style, "dominant-compliance" and "friendly-hostile", have direct predictive effects on self-concept and learning adaptation, and on the class level. Teacher interaction has no predictive effect on self-concept, but the "friendliness and hostility" dimension of teacher interaction has a significant predictive effect on learning attitude, learning technology and learning environment. The "dominant-compliance" dimension of teachers' interaction mode can predict the learning environment factors of learning adaptation. The self-concept of middle school students has a significant predictive effect on learning adaptation. Among them, self-action and self-identity have good predictive effect on learning attitude, learning technology, learning environment and total score of learning adaptation, and self-action factors in self-concept can predict psychosomatic health. Self-concept plays an intermediary role between the two dimensions of teacher interaction and learning adaptation. The ratio of intermediary effect to total effect is 41.5% and 0.5%. It shows that teacher interaction can indirectly predict learning adaptation through self-concept. Self-action plays an intermediary role between the two dimensions of teachers' interaction style and learning adaptation, and the mediation rates are 38.7% and 41.33.00% respectively. Self-identity plays an intermediary role between the two dimensions of teachers' interaction style and learning adaptation, and the mediation rates are 9.1% and 6.8% respectively.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B844.2

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