高中理科资优生学业自我概念的特点及影响因素的研究
发布时间：2018-11-27 18:48
【摘要】：学业是学生生活的主体，，是学校教学的核心任务，在学校中，学业成绩是学生发展及成长的一个重要评估指标，成为学校、家庭和学生关注的重点，与学业相伴随的内心体验──学业自我成为研究焦点。选取在家庭与学校寄予厚望，双重认可的理科资优生作为研究对象，编制立足于本土文化的一般学业自我概念量表，对高中理科资优生的学业自我概念的特点及影响因素进行系统研究对中学的教育教学实践及中国的家庭教育都具有重要的理论与实际意义。 采用访谈法和问卷调查法对高中理科资优生的学业自我概念的特点及其影响因素进行研究。首先，通过开放式调研问卷，并依据国际国内的相关量表编制中学生一般学业自我概念量表，采用探索性因素分析得到学业情感、学业行为、学业能力和学业成就四个因素。其次，使用自编的一般学业自我概念量表，父母教养方式评价量表（EMBU）和中学生心理健康诊断测验（MHT），以吉林、黑龙江两省的高中生为样本，将理科资优生与普通学生进行对比，探索理科资优生的一般学业自我概念的特点及家庭、心理素质因素对学业自我概念的影响。最后采用相关分析和多元回归分析探讨学业自我概念、家庭教养方式与心理素质的相互关系。 研究的目的是发现理科资优生学业自我概念特点的独特性和普遍性，以及家庭教养方式和心理素质两个因素对学业自我概念的影响，期望对基础教育领域内资优学生的培养提供启示作用，为资优儿童的可持续发展探索规律，为常态教育中的学生培养及发展提供借鉴。 研究结果表明: 1．本研究自编的高中生一般学业自我概念量表信、效度基本达到测验编制的要求，一般学业自我概念主要包含学业能力、学业情感、学业行为和学业成就四个因素。 2．理科资优生的学业自我概念水平不高，基本上处于中等偏上的水平，支持了“大鱼小池”效应。性别因素对理科资优生的学业自我概念水平影响并不明显。 将理科资优生与普通学生的一般学业自我概念进行比较，理科资优生具有较高水平的学业自我概念，更喜欢学习、投入更多、能力更强，并且学习行为更主动。 3．理科资优生与普通学生母亲教养方式无显著差别，但是父亲教养方式对理科资优生的影响更明显。 理科资优生与普通学生相比，理科资优生一般自我学业概念与父母教养方式积极关系更多，父母教养方式的作用比普通学生父母教养方式的作用更大。 4．通过父母教养方式的聚类分析，出现了三种家庭教养类型：一是民主教养型，二是控制型教养方式，三是严厉型教养方式。三种教养方式对学生的一般学业自我概念具有显著影响。无论是理科资优组还是普通学生组，控制型父母教养方式作用最好，严厉型父母教养方式作用最差，民主型介于二者之间。 5．理科资优生的心理素质对其学业自我概念的四个维度均有较大的影响，但是理科资优生的学业自我概念相对稳定，只有身体症状较差时才会对学业能力与学业成就两个维度产生实质性的影响。普通学生的心理素质影响到学业自我概念维度少一些，但产生了明显的影响。
[Abstract]:The study is the subject of the student's life. It is the core task of the school teaching. In the school, the academic achievement is an important evaluation index of the student's development and growth, and becomes the focus of the school, family and student's attention. A general academic self-concept scale based on the local culture is prepared by selecting the science-funded students with high expectations and double-approval in the family and the school as the research object. The study of the characteristics and influencing factors of the academic self-concept of the high school science-funded students has important theoretical and practical significance to the teaching practice of the middle school and the family education in China. The Study of the Characteristics of the Academic Self-concept and the Influencing Factors of the Senior High School Students by Using the Interview Method and the Questionnaire First, through the open research questionnaire, and according to the relevant scale of the international situation, the general academic self-concept scale of the middle school students is prepared, and four factors, such as the academic emotion, the academic behavior, the academic ability and the academic achievement, are obtained through the exploratory factor analysis. Secondly, using the self-made general academic self-concept scale, the parental rearing pattern evaluation scale (EMBU) and the middle school students' mental health diagnosis test (MHT), the high school students in the two provinces of Jilin and Heilongjiang are the samples, and the science-funded students are compared with the normal students. The characteristics of the general academic self-concept and the influence of family and psychological quality on the self-concept of the study are explored. Finally, the correlation analysis and multiple regression analysis are used to study the relationship between the academic self-concept, the way of family culture and the psychological quality. The purpose of the study is to find the uniqueness and universality of the characteristics of the self-concept of the science-funded students, as well as the influence of the two factors of family rearing style and psychological quality on the academic self-concept. To provide a loan for the cultivation and development of the students in the normal education by exploring the law of the sustainable development of the gifted children A. Results of the study The results show that: 1. The self-made self-self-concept scale of high school students in this study has basically reached the requirements of the test, and the general academic self-concept mainly includes the academic ability, the academic emotion, the academic behavior and the academic achievement. 2. The level of the academic self-concept of the science-funded students is not high, it is basically at the middle level, and it supports the "small fish bond" effect. The effect of gender on the level of the self-concept of the science-funded students Compared with the general academic self-concept of the ordinary students, the science-funded student has a higher level of academic self-concept, more learning, more input, stronger ability, and learning The behavior is more active. 3. There is no significant difference in the way of the education of the science-funded students and the general students, but the father's way of education is superior to the science. The effect of science-management is more obvious than that of ordinary students. The effect of the method is greater. 4. The cluster analysis of the parenting style of the parents shows three types of family education: one is the type of democracy, two is the control type, and the third is the control type. It is a severe type of breeding. The three kinds of breeding methods are to the students' general academic self. The concept has a significant effect. In either the science-or general-class group, the control-type parenting style is the best, the severe type of parental rearing is the worst, the people The main type is between the two. 5. The psychological quality of the science-funded students has a great influence on the four dimensions of their academic self-concept, but the self-concept of the science-funded students is relatively stable, and only two dimensions of the academic ability and the academic achievement can be achieved only when the physical symptoms are poor The influence of the quality of the general students is less than that of the academic self-concept.
【学位授予单位】：吉林大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：B844.2
本文编号：2361718
[Abstract]:The study is the subject of the student's life. It is the core task of the school teaching. In the school, the academic achievement is an important evaluation index of the student's development and growth, and becomes the focus of the school, family and student's attention. A general academic self-concept scale based on the local culture is prepared by selecting the science-funded students with high expectations and double-approval in the family and the school as the research object. The study of the characteristics and influencing factors of the academic self-concept of the high school science-funded students has important theoretical and practical significance to the teaching practice of the middle school and the family education in China. The Study of the Characteristics of the Academic Self-concept and the Influencing Factors of the Senior High School Students by Using the Interview Method and the Questionnaire First, through the open research questionnaire, and according to the relevant scale of the international situation, the general academic self-concept scale of the middle school students is prepared, and four factors, such as the academic emotion, the academic behavior, the academic ability and the academic achievement, are obtained through the exploratory factor analysis. Secondly, using the self-made general academic self-concept scale, the parental rearing pattern evaluation scale (EMBU) and the middle school students' mental health diagnosis test (MHT), the high school students in the two provinces of Jilin and Heilongjiang are the samples, and the science-funded students are compared with the normal students. The characteristics of the general academic self-concept and the influence of family and psychological quality on the self-concept of the study are explored. Finally, the correlation analysis and multiple regression analysis are used to study the relationship between the academic self-concept, the way of family culture and the psychological quality. The purpose of the study is to find the uniqueness and universality of the characteristics of the self-concept of the science-funded students, as well as the influence of the two factors of family rearing style and psychological quality on the academic self-concept. To provide a loan for the cultivation and development of the students in the normal education by exploring the law of the sustainable development of the gifted children A. Results of the study The results show that: 1. The self-made self-self-concept scale of high school students in this study has basically reached the requirements of the test, and the general academic self-concept mainly includes the academic ability, the academic emotion, the academic behavior and the academic achievement. 2. The level of the academic self-concept of the science-funded students is not high, it is basically at the middle level, and it supports the "small fish bond" effect. The effect of gender on the level of the self-concept of the science-funded students Compared with the general academic self-concept of the ordinary students, the science-funded student has a higher level of academic self-concept, more learning, more input, stronger ability, and learning The behavior is more active. 3. There is no significant difference in the way of the education of the science-funded students and the general students, but the father's way of education is superior to the science. The effect of science-management is more obvious than that of ordinary students. The effect of the method is greater. 4. The cluster analysis of the parenting style of the parents shows three types of family education: one is the type of democracy, two is the control type, and the third is the control type. It is a severe type of breeding. The three kinds of breeding methods are to the students' general academic self. The concept has a significant effect. In either the science-or general-class group, the control-type parenting style is the best, the severe type of parental rearing is the worst, the people The main type is between the two. 5. The psychological quality of the science-funded students has a great influence on the four dimensions of their academic self-concept, but the self-concept of the science-funded students is relatively stable, and only two dimensions of the academic ability and the academic achievement can be achieved only when the physical symptoms are poor The influence of the quality of the general students is less than that of the academic self-concept.
【学位授予单位】：吉林大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：B844.2
【引证文献】
相关期刊论文 前1条
1 李振兴;李玉姣;王欢;邹文谦;郭成;;学业自我概念发展中的大鱼小池效应[J];心理科学进展;2013年05期
本文编号：2361718
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