高中生积极心理资本、情绪智力与学习动机的关系研究

发布时间：2018-01-12 14:27

本文关键词：高中生积极心理资本、情绪智力与学习动机的关系研究　出处：《河北大学》2017年硕士论文　论文类型：学位论文

【摘要】：学习动机是教育心理学的重点研究内容,近年来,在积极心理学的推动下,心理资本和情绪智力的研究在学校教育中也逐步开展起来。为了探讨高中生积极心理资本、情绪智力与学习动机之间的关系,本研究采用积极心理资本问卷(PPQ)、情绪智力量表(EIS)和中学生学习动机量表(MSMT)三个问卷,以问卷调查的方式对河北省保定市某普通中学450名高中生进行积极心理资本、情绪智力和学习动机的测量,并采用SPSS19.0对数据进行统计与分析,得到如下结果:1、高中生积极心理资本处于中等偏上的水平。男生的自我效能水平显著地高于女生,学生干部的自我效能水平显著地高于非学生干部,随着父母文化程度的升高,学生的自我效能水平也相应提高;男生的韧性水平显著地高于女生,理科生的韧性水平显著地高于文科生,独生子女的韧性水平显著地高于非独生子女;高二年级的希望水平显著地高于高一、高三年级,高二年级的乐观水平显著地高于高三年级,学生干部的希望和乐观水平显著地高于非学生干部,民主型家庭教养方式的希望和乐观水平显著地高于其他三类。2、高中生情绪智力处于较好的水平。男生的情绪感知水平显著地高于女生;疏忽型家庭教养方式的自我情绪管理水平显著地低于其他三类;学生干部的情绪感知、自我情绪管理、他人情绪管理、情绪运用水平都显著地高于非学生干部。3、高中生整体上没有出现明显的学习动机方面的困扰。女生的学习兴趣困扰要显著地少于男生;高一年级学习目标上的困扰要显著地多于高二和高三年级;城镇学生在学习目标上的困扰要少于农村学生。4、高中生积极心理资本、情绪智力和学习动机之间两两相关显著。5、积极心理资本在情绪智力与学习动机之间存在中介作用,中介效应为86.84%。
[Abstract]:Learning motivation is the key research content of educational psychology, in recent years, under the promotion of positive psychology. The study of psychological capital and emotional intelligence has been carried out gradually in school education. In order to explore the relationship between high school students' positive psychological capital, emotional intelligence and learning motivation. In this study, we used three questionnaires: positive psychological capital questionnaire (PPQN), emotional intelligence scale (EISS) and middle school students' learning motivation scale (MSMTL). The positive psychological capital, emotional intelligence and learning motivation of 450 high school students in a general middle school in Baoding City, Hebei Province, were measured by questionnaire. Using SPSS19.0 to analyze the data, we can get the following result: 1. The positive psychological capital of high school students is at the middle level. The level of self-efficacy of boys is significantly higher than that of girls. The level of self-efficacy of student cadres is significantly higher than that of non-student cadres. The resilience level of male students was significantly higher than that of girls, that of science students was significantly higher than that of arts students, and that of only children was significantly higher than that of non-only children. The level of hope in grade two is significantly higher than that in grade one, grade three and grade two, and the level of hope and optimism of student cadres is significantly higher than that of non-student cadres. The level of hope and optimism of democratic family upbringing style is significantly higher than that of the other three classes. The emotional intelligence of high school students is in a better level. The emotional perception level of boys is significantly higher than that of girls. The level of self-emotional management of negligent family rearing style was significantly lower than that of the other three categories. The level of emotion perception, self-emotion management, other people's emotion management and emotion application of student cadres were significantly higher than that of non-student cadres. There were no obvious learning motivation problems in senior high school students as a whole. Girls' learning interests were significantly less than boys'; The problem of learning goal in grade one is significantly more than that in grade two and grade three. Urban students' learning goals are less troubled than rural students. The positive psychological capital, emotional intelligence and learning motivation of high school students are significantly correlated with each other. Positive psychological capital plays an intermediary role between emotional intelligence and learning motivation, and the intermediary effect is 86.84.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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