技校学生学习动机、主观幸福感和心理健康的相关研究

发布时间：2018-05-31 23:15

  本文选题：技校学生 + 学习动机　； 参考：《职教通讯》2016年28期

【摘要】：采用主观幸福感量表、中学生学习动机问卷和SCL-90症状量表对1307名技校学生进行抽样调查,探讨技校学生学习动机、主观幸福感和心理健康的关系。得到结果:女生在积极情感、强迫症状和其他上的得分显著高于男生(p0.05);而男生在动机太弱和学习兴趣困扰上的得分显著高于女生(p0.05);一年级学生在生活满意度、动机太弱和人际关系敏感上的得分显著高于二年级的学生(p0.05);调查样本主观幸福感和积极情感得分显著低于全国常模(P0.01);而消极情感和SCL-90各项因子得分显著高于全国常模(P0.01);生活满意度、积极情感得分与动机太强、动机太弱、学习兴趣、学习目标得分和SCL-90的10个因子得分呈显著负相关关系(P0.01);生活满意度和积极情感得分呈显著正相关关系(P0.01);消极情感与动机太强、动机太弱、学习兴趣、学习目标得分和SCL-90的10个因子得分呈显著正相关关系(P0.01)。得出结论:技校学生学习动机、主观幸福感和心理健康密切相关,消极情感和不当的学习动机不利于技校学生心理健康和主观幸福感的养成和提高,形成良好的学习动机、减轻消极心理症状、形成积极心理品质是提升技校学生主观幸福感和心理健康水平的主要内容和途径。
[Abstract]:A sample survey of 1307 technical school students was carried out by using subjective Well-being scale, Middle School students' Learning motivation questionnaire and SCL-90 symptom scale to explore the relationship between learning motivation, subjective well-being and mental health of technical school students. The results showed that the scores of positive emotion, obsessive-compulsive symptoms and other factors in girls were significantly higher than those in boys (P 0.05). The scores of motivation too weak and interpersonal sensitivity were significantly higher than those of sophomore students, the scores of subjective well-being and positive emotion were significantly lower than that of national norm P0.01, while the scores of negative emotion and SCL-90 were significantly higher than those of the whole country. Standard P0.01; Life satisfaction, The scores of positive emotion and motivation were too strong, motivation was too weak, learning interest, learning goal score and SCL-90 scores were significantly negative correlation (P 0.01), life satisfaction and positive emotion scores were significantly positive correlation (P 0.01), negative emotion and motivation were too strong. Motivation is too weak, learning interest, learning goal score and SCL-90 scores of 10 factors showed a significant positive correlation (P 0.01). It is concluded that the students' learning motivation, subjective well-being and mental health are closely related to each other. Negative emotion and improper learning motivation are not conducive to the cultivation and improvement of the students' mental health and subjective well-being, thus forming a good learning motivation. Reducing negative psychological symptoms and forming positive psychological quality are the main contents and ways to improve the students' subjective well-being and mental health.
【作者单位】： 湖南农业大学教育学院;
【分类号】：G444
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本文编号：1961743