初中生自我效能感、主观幸福感与学业成就的关系研究

发布时间：2018-06-10 09:23

本文选题：自我效能感 + 主观幸福感　；参考：《牡丹江师范学院》2017年硕士论文

【摘要】：对于初中生来说,学习是他们的主导活动,而获得高的学业成就也是老师、家长及学生本人的期望。同时,初中生也处于青春期的阶段,有时情绪起伏可能比较大,会对学习有一定的影响,所以我们也要关注这时期学生的情感体验,尤其自我效能感、主观幸福感的体验,并给予他们足够的关心和鼓励。为了让初中生在积极的情感体验中快乐学习,取得高的学业成就,本研究将探索初中生自我效能感、主观幸福感与学业成就三者之间的关系,通过对牡丹江两所中学301名初中生进行问卷调查,之后采用spss19.0对收集数据进行差异检验、相关分析和回归分析,得出以下研究结论:(1)初中生的自我效能感、主观幸福感与学业成就均在整体上处于中等以上水平。(2)是否班干在自我效能感上有显著差异;不同年级、性别的初中生的总的生活满意度和积极情感有显著差异;是否独生在学业满意度和积极情感上有显著差异;是否班干在总的生活满意度和积极情感上有显著差异;不同年级、性别、是否班干在学业成就上有显著差异。(3)初中生的自我效能感、主观幸福感与学业成就三者两两相关显著。自我效能感和生活满意度、积极情感呈显著正相关,与消极情感呈显著负相关;自我效能感各维度和初中生的学业成就呈显著正相关;生活满意度、积极情感和学业成就呈显著正相关,消极情感和学业成就呈显著负相关。(4)自我效能感中的学习能力自我效能感对初中生总的生活满意度与学业成就具有显著的正向预测作用。(5)高学习能力自我效能感的初中生的学业成就高于低学习能力自我效能感的学业成就。
[Abstract]:For junior high school students, learning is their leading activity, and high academic achievement is the expectation of teachers, parents and students themselves. At the same time, junior high school students are also in the stage of adolescence. Sometimes the emotional fluctuation may be relatively large, which will have a certain impact on learning. Therefore, we should also pay attention to the students' emotional experience during this period, especially the experience of self-efficacy and subjective well-being. And give them enough care and encouragement. In order to make junior high school students learn happily in positive emotional experience and achieve high academic achievement, this study will explore the relationship among self-efficacy, subjective well-being and academic achievement of junior high school students. Through the questionnaire survey of 301 junior high school students in two middle schools in Mudanjiang, and then using spss19.0 to carry on the difference test, the correlation analysis and the regression analysis to collect the data, we can draw the following conclusion: 1) the middle school students' self-efficacy sense. Subjective well-being and academic achievement were both above the average level. (2) there were significant differences in self-efficacy between class cadres and junior high school students in different grades and gender, and there were significant differences in total life satisfaction and positive emotion between junior high school students of different grades and gender. Whether there are significant differences in academic satisfaction and positive emotion between only child, in total life satisfaction and positive emotion, in different grades, gender, Whether there is significant difference in academic achievement between middle school students, subjective well-being and academic achievement are significantly related to the self-efficacy of junior high school students. Self-efficacy and life satisfaction, positive emotion was significantly positive correlation, negatively correlated with negative emotion, self-efficacy and academic achievement of junior high school students were significantly positive correlation; life satisfaction, Positive emotion was positively correlated with academic achievement. Negative emotion is negatively correlated with academic achievement. (4) Self-efficacy of learning ability in self-efficacy sense has significant positive predictive effect on total life satisfaction and academic achievement of junior high school students. 5) High learning ability self-efficacy sense. The academic achievement of junior high school students was higher than that of low learning ability self-efficacy.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】