教师支持、青少年的未来教育规划与其学业成绩之间关系的追踪研究

发布时间：2018-04-08 14:56

本文选题：初中青少年　切入点：教师支持　出处：《山东师范大学》2017年硕士论文

【摘要】：青少年的学业成绩是对青少年学习结果量化的重要参考指标,同时也是国内外青少年家长、教师、专家等不同主体一直以来关注的焦点。自20世纪90年代以来,积极青少年发展观(Positive Youth Development Perspective,PYD)兴起并不断发展,人们越来越关注能够促进青少年积极发展的资源(包括内部资源和外部资源),而非青少年自身存在的各种问题。未来教育规划和学业成绩作为青少年自身发展的积极特征,是促进青少年自身发展的内部资源。未来教育规划敦促青少年为将来更好的生活做准备,能促进其学业成绩的进步(BealCrockett,2010;Greene et al.,2004),同时也有研究表明,学业成绩越好越有助于青少年在未来教育领域建立积极的未来取向(王姝琼,2011),但是青少年的未来教育规划和学业成绩是否互为“因果”还有待于进一步研究。教师支持作为青少年发展的重要外部资源,是促进青少年积极发展的外界保护因素。教师支持能预测青少年一系列与相关的学校能力,对学生的学业结果产生重要影响(Kathrya Wentzel,Shannon Russell,Sandra Baker,2016),教师支持较高的青少年其学业成绩往往也较好(欧阳丹,2005)。教师支持作为青少年发展的外部资源对青少年自身的内部资源会产生什么影响呢?他们之间的关系和内部作用机制如何呢?以往研究曾考察过教师与学业成绩、教师支持与未来教育规划、未来教育规划与学业成绩的两两相互关系,但目前国内鲜有研究将三者置于同一总体框架内进行综合考察,关于三者之间的动态关系和作用机制的研究更是匮乏。所以,本研究首先将理清青少年的未来教育规划和学业成绩这两种内部发展资源可能存在的相互作用关系,然后将考虑把教师支持、青少年未来教育规划、学业成绩置于同一研究框架内,进一步研究学校环境中的教师支持因素对青少年的未来教育规划和青少年的学业成绩这两者可能产生的影响。在追踪研究中,考察三者之间的内部作用机制,以期对青少年的发展有更加清晰、准确和全面的了解,进而提出针对性的教育建议。本研究采用心理测验法,运用教师支持问卷、青少年未来取向问卷的中文修订版的未来教育规划分问卷分别测查了淄博市共577名初一、初二、初三的青少年学生,相隔半年后再对同一群体进行重新追踪测量,根据问卷测查结果探讨教师支持、青少年未来教育规划、学业成绩三者的动态关系。研究结论如下:1.青少年的未来教育规划(未来教育探索和未来教育投入)与学业成绩之间存在动态的相互作用关系。青少年的未来教育规划能显著正向预测后续的学业成绩,学业成绩也有显著正向预测青少年的未来教育规划的趋势。2.教师支持这一外界环境变量对青少年的未来教育规划(未来教育探索和未来教育投入)和学业成绩具有显著影响。一方面,教师支持有通过青少年的未来教育规划进而预测其学业成绩的趋势,另一方面教师支持也有通过青少年的学业成绩进而预测其未来教育规划的趋势。由此我们得出教育启示:教师在青少年发展过程中具有举足轻重的作用,教师应当给予青少年必要的社会支持;青少年也应当充分发挥自身的主观能动性,塑造自身积极的未来教育规划特征,在学业中积极探索和投入,努力提高学业成绩,为将来的生活做准备。
[Abstract]:Adolescents' academic achievement is an important reference index for teenagers to study quantitative results, but also domestic and foreign parents of teenagers, teachers, experts and other different subjects have been the focus of attention. Since 1990s, the positive youth development (Positive Youth Development Perspective, PYD) the rise and development, people pay more and more attention to promote the positive development of teenagers the resources (including internal and external resources), rather than the problems of the youth of their own existence. The future of educational planning and academic achievement as the positive features of adolescent self development, is to promote their own development of internal resources. The future of education planning urging teenagers to prepare for the future a better life, to promote their academic achievement (BealCrockett, 2010; Greene et al., 2004), and studies have shown that the better academic performance is helpful to the youth Youth build the future of the positive orientation of the field of education in the future (Wang Shuqiong, 2011), but the future of youth education planning and academic achievement are mutually "cause and effect" remains to be further studied. Teacher support as an important external resources for youth development, is to promote the external protective factors of youth positivedevelopment. Teacher support can predict adolescent a series of related schools, have an important impact on students' academic results (Kathrya Wentzel, Shannon Russell, Sandra Baker, 2016), teacher support higher adolescent academic achievement is often better (Ouyang Dan, 2005). As a teenager teachers support the development of external resources on young people's own internal resources what's the impact of how? The relationship between them and the internal mechanism? Previous studies have investigated over teachers and academic achievement, teacher support and future education 22 the relationship between future planning, education planning and academic achievement, but there are few studies in China will be three in the same general framework of comprehensive study, research on the dynamic relationship and mechanism between about three is the lack of interaction. So, this study will first clarify the children's future education planning and studies results two of these internal development resources may exist, and then consider the teacher support, adolescents'future planning education, academic achievement in the same research framework, further study the influence of a teacher in the school environment factors on academic achievement to future education planning and the teenagers of the two possible in a follow-up study. And the internal mechanism between the study of the three, with a view to the development of young people is more clear, accurate and comprehensive understanding, and put forward the education Suggestions. This study used psychological test method, using the questionnaire of teacher support, Chinese adolescents'future Orientation Questionnaire Revised version of the future of education planning questionnaire were measured in Zibo City, a total of 577 first, second, third young students, separated by half a year after the same group re tracking measurement, according to the survey results study on the teacher education support, adolescents'future planning, dynamic relationship between the academic achievement of the three. Conclusions are as follows: 1. children's future education planning (future education exploration and future investment in Education) and academic achievement of interactions between the dynamic relationship. Children's future education planning can positively predict the subsequent academic achievement, academic performance there are significant positive predictors of adolescent education in the future planning of the trend of.2. teachers in support of the external environment variables for children's future education plan (the future Explore the education and future investment in Education) and academic achievement has significant effect. On the one hand, teachers support through the youth's future education planning and to forecast the trend of academic achievement, on the other hand, teacher support but also by adolescents' academic achievement and to forecast the trend of future education planning. Therefore we draw inspiration: the teacher education has very important the role in youth development, teachers should give young people the necessary social support; adolescents should also give full play to their initiative, create their own positive future educational planning characteristics, actively explore the academic and investment, and strive to improve the academic achievement, to prepare for the future life.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444

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