小学中高年级学生个体知觉到的学校心理环境、学业情绪与学业成绩的关系研究

发布时间：2018-03-18 00:36

本文选题：小学中高年级学生　切入点：个体知觉到的学校心理环境　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：小学阶段是义务教育的基础阶段,小学阶段的学习会影响学生将来的发展,所以对于小学生的学习方面具体化的研究能够起到实际的指导意义。而小学四至六年级作为小学阶段的重要阶段,也是研究和改进个体知觉到的学校心理环境的关键时期,所以本研究对象是小学四至六年级学生。个体知觉到的学校心理环境和学业情绪作为影响学习的主客观因素,对小学生的学业成绩产生重要的作用。因此,本研究以小学中高年级学生为例,以学生的学业成绩为基本研究点,通过探讨个体知觉到的学校心理环境和学业情绪对于学业成绩的影响。本研究采用的问卷是《学校心理环境问卷》和《小学生学业情绪问卷》,采用方便取样的方法在石家庄市、县两所小学分别选取了四、五、六年级共554名小学生进行问卷调查。通过采用独立样本T检验、单因素方差分析、皮尔逊积差相关、回归分析和建立结构方程模型分析研究,系统地探讨小学中高年级学生个体知觉到的学校心理环境、学业情绪及学业成绩之间的关系。得到以下结果:(1)小学中高年级学生个体知觉到的学校心理环境某些维度存在性别和年级显著差异。具体如下:男生和女生在接纳与支持这个维度达到了显著差异。四、六年级学生和五、六年级学生在学校安全与秩序这个维度达到显著差异。(2)小学中高年级学生学业情绪在性别上没有显著差异,但是积极低唤醒在年级上存在着显著差异,具体如下:四、六年级学生和五、六年级学生在积极低唤醒这个维度达到了十分显著差异。(3)小学中高年级学生个体知觉到的学校心理环境、学业情绪与学业成绩三者之间存在着显著相关。个体知觉到的学校心理环境中的接纳与支持、公平与公正、鼓励自主与合作的三个维度分别与积极高唤醒、积极低唤醒、学业成绩呈十分显著正相关;个体知觉到的学校心理环境中的接纳与支持、公平与公正、鼓励自主与合作的三个维度分别与消极高唤醒、消极低唤醒呈十分显著负相关;学业成绩分别与学业情绪中的积极情绪呈十分显著正相关,与学业情绪中的消极情绪呈十分显著负相关。(4)学业情绪(积极高唤醒、消极低唤醒)在小学中高年级学生个体知觉到的学校心理环境(公平与公正)对学业成绩的回归中起不完全中介作用,小学中高年级学生个体知觉到的学校心理环境(公平与公正)通过学业情绪中的积极高唤醒和消极低唤醒情绪对学业成绩产生影响。
[Abstract]:The primary school is the foundation stage of compulsory education, primary school learning will affect the students' future development, so research for the specific learning students can play a practical guiding significance to the sixth grade primary school. But as an important stage of primary school, but also a critical period of research and improvement of the individual perceived school psychological environment so, the research object is the primary school to the sixth grade students. Students perceived school psychological environment and academic emotions affect learning as subjective and objective factors, have an important role in primary school students' academic achievement. Therefore, the research of high grade students in primary school as an example, the basic research on the academic performance of students, through the to explore the effect of individual perceived school psychological environment and Academic Emotion for academic achievement. The questionnaire used in this study is "school psychological environment questionnaire" and "small Students' Academic Emotion questionnaire >, methods by convenience sampling in Shijiazhuang County, two primary school were selected in four, five, the sixth grade 554 pupils were investigated. By using independent samples T test, one-way ANOVA, Pearson correlation, regression analysis and structural equation model analysis system to explore the high grades in the primary school students perceived school psychological environment, the relationship between emotional and academic achievement. The results are as follows: (1) there are significant differences in gender and grade primary school high grade students individual perceived school psychological environment in some dimensions. The details are as follows: boys and girls in the support and acceptance of this the difference was significant. The four dimensions, the sixth grade students and five, the sixth grade students in the school security and order of this dimension significant difference. (2) high grades in the primary school students' academic emotions in Don't have no significant difference, but the positive low arousal in the year there are significant differences, as follows: four, the sixth grade students and five students in the sixth grade, the positive low arousal dimension reached a significant difference. (3) high grades in the primary school students perceived school psychological environment, a significant correlation between academic emotions and academic achievement three. Support and acceptance of individual perceived school psychological environment, fairness and justice, the three dimensions to encourage independent and cooperative and positive high arousal, positive low arousal, was very significantly positively related to academic achievement; support and acceptance of individual perceived school psychological environment the three dimensions of fairness and justice, to encourage autonomy and cooperation respectively with negative high arousal and negative low arousal exhibited significant negative correlation with academic achievement; academic emotions in positive mood is very positive Correlation is very significant negative correlation with academic emotions in negative emotions. (4) academic emotions (positive high arousal, negative low arousal) in high grades in the primary school students perceived school psychological environment (fair) to play a partial mediating role regression and academic performance, high grades in the primary school students individual perceived school psychological environment (fairness and justice) by academic emotions in positive high arousal and negative low arousal emotions affect academic achievement.

【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

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