初中生师生关系、学业成就、学校适应的关系研究

发布时间：2018-04-26 09:03

本文选题：初中生 + 师生关系　；参考：《安徽师范大学》2017年硕士论文

【摘要】：初中阶段是学生健康成长的关键期,处于青春期的学生不仅要面对心理和生理上的急剧的变化,还得面临社会上的一些压力,处理不好很容易出现心理问题。而师生关系是初中生心理健康的一个极为重要的方面,它也一直是心理学和教育学领域的热点问题。此外,初中阶段的学生生理、心理上的变化使得他们会产生学校适应不良,而师生关系对学生的适应状况是有影响的。学业成就作为初中生学习状况最直接的反应形式,也越来越受到学生家长、老师、学校甚至是社会的重视,它也会受到师生关系的影响。因此,本研究以初中生为研究对象,探讨师生关系、学业成就与学校适应之间的关系。本研究采用问卷调查法,以《初中生师生关系问卷》、《学业成就自评》、《学校社会行为量表》为研究工具,以安徽省马鞍山市、芜湖市三所学校的1000名初中生为研究对象,采用spss16.0软件对数据进行分析,考察初中生师生关系、学业成就、学校适应的近况,以及初中生师生关系、学业成就、学校适应在年级、性别等方面的差别和三者之间的关系。并依据分析的结果提出一些建设性的意见。具体的研究结果显示:1、初中生师生关系处于中等水平。初中生的师生关系在性别、年级、是否是班干部、户籍地这些变量上存在显著差异性。2、初中生的学业成就总体水平较高。初中生的学业成就在性别、年级、是否是班干部、户籍地上有差异性。3、初中生的学校适应性总体良好。初中生的学校适应无论是在性别、年级上还是在是否是班级干部、户籍上都有差异性。4、初中生的师生关系、学业成就、学校适应两两相关。初中生师生关系的亲密性维度、依恋性维度与学业成就、学校适应正相关;而回避性维度、冲突性维度与学业成就、学校适应负相关;初中生学校适应的社会能力维度与学业成就正相关,学校适应的反社会行为维度与学业成就负相关;学业成就在师生关系与学校适应之间起到完全中介作用。
[Abstract]:Junior middle school is the key period for students to grow up healthily. Students in adolescence not only have to face the sharp changes in psychology and physiology, but also have to face some social pressure. The relationship between teachers and students is an important aspect of mental health of junior high school students. It is also a hot issue in the field of psychology and pedagogy. In addition, the physiological and psychological changes of junior middle school students make them adapt badly to the school, and the teacher-student relationship has an influence on the students' adaptation. As the most direct response to the learning situation of junior high school students, academic achievement has been paid more and more attention by parents, teachers, schools and even the society. It will also be affected by the teacher-student relationship. Therefore, this study focuses on junior high school students to explore the relationship between teachers and students, academic achievement and school adaptation. In this study, 1000 junior high school students in three schools in Maanshan and Wuhu in Anhui Province were investigated with questionnaire, Self-rating of academic Achievement and School Social behavior scale. Spss16.0 software was used to analyze the data to investigate the current situation of junior high school students' teacher-student relationship, academic achievement, school adaptation, junior high school students' teacher-student relationship, academic achievement, school adaptation in grade, gender, and the relationship between them. According to the results of the analysis, some constructive suggestions are put forward. The specific research results show that the junior high school students' teacher-student relationship is at the middle level at 1: 1. Junior high school students' teacher-student relationship in gender, grade, whether class cadres, household registration of these variables there are significant differences. 2, junior high school students' overall level of academic achievement is higher. Junior high school students' academic achievement in gender, grade, whether is class cadre, domicile has difference. 3, the school adaptability of junior high school students is good. The school adaptation of junior high school students is different in terms of gender, grade or class cadre, household registration is different. The relationship between teachers and students, academic achievement, school adaptation are related to each other. The intimacy dimension, attachment dimension and academic achievement, school adaptation of junior high school students are positively correlated, while avoidance dimension, conflict dimension and academic achievement, school adaptation are negatively correlated. The social ability dimension of school adaptation is positively related to academic achievement, the antisocial behavior dimension of school adaptation is negatively related to academic achievement, and academic achievement plays a complete intermediary role between teacher-student relationship and school adaptation.
【学位授予单位】：安徽师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】