初中生感知的学校气氛与学习投入的关系：学业自我效能感的中介效应

发布时间：2018-06-21 12:59

本文选题：初中生 + 感知学校气氛　；参考：《广西师范大学》2017年硕士论文

【摘要】：学习投入是一种学生在学习过程中表现出来的积极的状态,学习投入的程度会影响学生在学习中的认知、情感和行为水平。初中生正处于身心迅速发展的青春期,他们每天的大部分时间是在学校渡过的,因而学校环境对于学生的人格形成和心理健康的影响是重大的。以往研究发现,学生积极的学校气氛感知对于他们的社会适应多项指标有积极影响。学习投入作为学生学校适应的指标是否也会如此?当学生感知到的环境气氛是善意的、积极的,对于他们的良好品质和习惯的形成会有正向的帮助。本研究以初中生为研究对象,考察初中生学业自我效能感在学校气氛感知和学习投入的中介作用,研究采用葛明贵的《中学生感知的学校气氛问卷》、梁宇颂的《学业自我效能感量表》和Schaufeli的《学习投入量表》,通过对广西北海市、梧州市、柳州市的809名初中生的问卷调查和数据分析,得到以下结论:(1)初中生感知的学校气氛总体处于积极水平,女生对学校气氛的积极感知显著高于男生;初一初二的学生对学校气氛的积极感知比初三学生更敏感。初中生的学业自我效能感处于中上水平,初一初二学生的学业自我效能感显著高于初三学生,性别差异不显著。初中生的学习投入处于中等偏上水平,女生的学习投入显著高于男生,并且初一初二学生的学习投入显著高于初三学生。(2)初中生感知的学校气氛可分为亲密型、压力型和普通型三种类型,不同类型的学生之间的学习投入显著差异。亲密型的学生学习投入情况显著高于普通型和压力型的学生,普通型的学生在学习投入的专注因子上显著高于压力型的学生。(3)初中生感知的学校气氛、学业自我效能感和学习投入三个变量之间两两正相关。初中生感知的学校气氛与学习投入显著正相关;初中生感知的学校气氛与学业自我效能感显著正相关;学业自我效能感与学习投入显著正相关。(4)初中生感知的学校气氛和学业自我效能感对学习投入有积极的影响和直接的正向预测作用,学业自我效能感是初中生感知学校气氛和学习投入的中介变量,学业自我效能感会促使拥有积极学校气氛感知的初中生极大地提高学习投入。
[Abstract]:Learning commitment is a kind of positive state that students show in the process of learning. The degree of learning investment will affect the level of cognition, emotion and behavior of students in learning. Junior high school students are in the rapid development of physical and mental adolescence, they spend most of their time in school, so the impact of school environment on students' personality formation and mental health is significant. Previous studies have found that students' positive perception of school atmosphere has a positive effect on their social adaptation. Will the same be true of learning input as an indicator of school adaptation? When students perceive the atmosphere as benign and positive, it will be positive for the formation of their good qualities and habits. Taking junior high school students as the research object, this study investigates the intermediary role of junior high school students' academic self-efficacy in school atmosphere perception and learning input. The study adopted GE Minggui's questionnaire on perceived School atmosphere of Middle School students, Liang Yusong's academic Self-efficacy scale and Schaufeli's Learning input scale. The questionnaire survey and data analysis of 809 junior high school students in Liuzhou showed the following conclusion: 1) the perceived school atmosphere of junior high school students is generally at a positive level, and the positive perception of school atmosphere of girls is significantly higher than that of boys; The students of Grade two are more sensitive to the school atmosphere than the students of Grade three. The academic self-efficacy of junior high school students is at the middle and upper level, and the academic self-efficacy of junior high school students is significantly higher than that of junior high school students, and the gender difference is not significant. The learning input of junior high school students is higher than that of boys, the learning input of girls is significantly higher than that of boys, and the learning input of junior high school students is significantly higher than that of junior high school students.) the school atmosphere perceived by junior high school students can be divided into intimate type. There are significant differences in learning input between different types of students, stress type and common type. The learning commitment of the intimate students was significantly higher than that of the normal students and the stress-type students, and the concentration factor of the common students was significantly higher than that of the stress-type students.) the perceived school atmosphere of the junior high school students was higher than that of the normal students. Academic self-efficacy and learning input were positively correlated with each other. The perceived school atmosphere of junior high school students is positively correlated with their learning commitment, and the perceived school atmosphere is positively correlated with their sense of academic self-efficacy. The perceived school atmosphere and academic self-efficacy of junior high school students have positive influence and direct positive predictive effect on learning participation. Academic self-efficacy is the intermediary variable of junior high school students' perception of school atmosphere and learning input. Academic self-efficacy will promote the junior high school students with positive school atmosphere perception to greatly improve their learning investment.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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