内地新疆高中班学生生活事件与学习倦怠的关系：积极心理资本的调节作用

发布时间：2018-05-11 14:33

本文选题：内高班学生 + 生活事件　；参考：《山东师范大学》2017年硕士论文

【摘要】：内地新疆高中班(简称“内高班”,下同)学生远离家乡来内地求学,他们在跨文化背景下学习,面临更多的生活事件,而这些事件又不可避免的对学生的学习生活产生影响,有的学生出现了学习倦怠现象,有的学生则没有出现这种情况,积极心理资本在这个过程中又起到了什么作用是一个值得探讨的问题。为此,本研究以423名内高班学生为被试,以青少年生活事件量表(ASLEC)、积极心理资本问卷(PPQ)和青少年学习倦怠量表为研究工具,探究学生生活事件、积极心理资本、学习倦怠的关系,研究发现:1.在学习倦怠方面,内高班男女生在学习倦怠总分上差异不显著,在身心耗竭维度上差异显著(p0.05);独生子女在学习倦怠总分及各维度上差异不显著;预科、高一、高二、高三学生在学习倦怠总分及学业疏离、低成就感维度上差异显著(p0.01),预科年级在学习倦怠总分上高于其他三个年级。在心理资本方面,内高班男生的韧性水平显著高于女生(p0.01);独生子女在心理资本总分及各维度上差异不显著;内高班学生在心理资本总分及各个维度年级差异显著(p0.001),且预科得分最低,高三得分最高。在生活事件方面,内高班女生的学习压力显著高于男生(p0.01);独生子女在生活事件总分及各维度上差异不显著;内高班生活事件总分年级差异显著(p0.01),预科年级生活事件总分最高。2.内高班学生生活事件总分及人际关系、学习压力、健康适应、其他与学习倦怠总分及各维度显著正相关(p0.01);内高班学生心理资本总分及各维度与学习倦怠总分及各维度显著负相关(p0.01);内高班学生生活事件与心理资本显著负相关(p0.01)。3.内高班学生心理资本的自我效能维度在学习压力对学业疏离的影响以及在其他对低成就感的影响中具有调节作用;心理资本的韧性维度在丧失对学业疏离关系的影响以及在健康适应对低成就感的影响中具有调节作用;心理资本的希望维度在惩罚对低成就感的影响、丧失对低成就感的影响以及在其他对低成就感的影响中具有调节作用。
[Abstract]:In the inland Xinjiang Senior Middle School ("Inner High Class"), students come to the mainland to study far from their hometown. They study in a cross-cultural background and face more life events, which inevitably have an impact on the students' study and life. Some students appear the phenomenon of learning burnout, some students do not have such a situation, the positive psychological capital in the process of what role it is worth exploring. In this study, 423 students in higher classes, ASLECQ, PPQ) and learning burnout scale were used to explore students' life events and positive psychological capital. Learning the relationship between burnout, the study found that 1. 1. In terms of learning burnout, there was no significant difference between male and female students in the total score of learning burnout, but there was significant difference in the dimension of physical and mental exhaustion between male and female students, while there was no significant difference in the total score and each dimension of learning burnout among the only child; in the preparatory school, the first year of senior high school, the second year of senior high school, there was no significant difference in the total score of learning burnout. There were significant differences in the total score of learning burnout and academic alienation, and the difference in the dimension of low achievement was significant (p 0.01). The total score of learning burnout in the preparatory grade was higher than that in the other three grades. In terms of psychological capital, the resilience level of male students in higher classes was significantly higher than that of girls, and there was no significant difference in the total scores and dimensions of psychological capital among only children. There were significant differences in the total score of psychological capital and each dimension among the students in the inner higher class (P 0.001), and the lowest score in the matriculation course and the highest score in the third year of senior high school. In the aspect of life events, the study pressure of female students in higher classes was significantly higher than that of boys, the only child had no significant difference in total scores and dimensions of life events, and the total scores of life events in middle and high classes were significantly different (p 0.01), and the total score of life events in preparatory grade was the highest. 2. Total score of life events and interpersonal relationship, study pressure, health adjustment, Others were positively correlated with the total score of learning burnout and each dimension, the total score of psychological capital and the total score of psychological capital of the students in the inner higher class were negatively correlated with the total score of learning burnout and the dimensions of learning burnout, and there was a significant negative correlation between the life events of the students in the inner higher class and the psychological capital. The self-efficacy dimension of psychological capital plays a regulatory role in the influence of learning stress on academic alienation and other effects on low achievement; The resilience dimension of psychological capital plays a regulating role in the influence of loss on academic alienation and the influence of health adaptation on low achievement, and the dimension of hope of psychological capital is the influence of punishment on low achievement. Loss has a moderating effect on low-achievement and other effects on low-achievement.
【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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