中职护生未来取向、时间管理倾向与学习投入的关系及干预研究

发布时间：2018-06-22 15:12

本文选题：中职生护理专业 + 未来取向　；参考：《闽南师范大学》2017年硕士论文

【摘要】：本研究以福建省漳州市南靖第一职业技术学校的398护理专业中职生作为被试,通过问卷法和实验法,研究护理专业中职生的未来取向、时间管理倾向和学习投入的关系,以及未来取向和时间管理倾向对学习投入的干预效果,研究分为两部分,研究一采用的是《青少年未来取向量表》、《青少年时间管理倾向量表》、《学习投入量表》研究中职护生未来取向、时间管理倾向、学习投入的特点及三者之间的关系;研究二在研究一的基础上设计了未来取向团体辅导和时间管理团体辅导,选取研究一的被试中学习投入较低的36名中职护生,分成2个干预组和1个对照组,考察未来取向、时间管理对学习投入的干预效果。研究获得了以下主要结论:(1)中职护生的未来取向、时间管理倾向及学习投入均处于中等偏上水平。(2)中职护生未来取向及其三个维度存在年级上存在显著差异,三年级得分均明显低于一、二年级;未来取向及未来情感在性别上存在显著差异,男护生均高于女护生。存在差异的各因子中,一年级的乐观性最高,二年级的思虑性最高,三年级的广度、密度和计划性最低。(3)中职护生时间管理倾向及其三个维度存在年级上存在显著差异,三年级得分最低;社会取向在家庭情况上存在显著差异,双亲家庭护生高于单亲家庭护生;未来取向及其三个维度在性别和成长环境上不存在显著差异。存在差异的各因子中,三年级个人取向、目标设置、计划、反馈性、时间管理效能、时间管理行为效能得分均低于一、二年级,其中目标设置、计划、反馈性得分更是处于中等偏下的水平。(4)中职护生学习投入及其三个维度存在年级上的差异,三年级得分均最低,处于中等偏下的水平。(5)中职护生的未来取向、时间管理倾向、学习投入之间存在显著正向相关性。(6)中职护生的时间管理倾向在未来取向与学习投入中起到完全中介效应。(7)未来取向干预可以有效提高中职护生的学习投入水平。(8)时间管理干预可以有效提高中职护生的学习投入水平。
[Abstract]:In this study, 398 secondary vocational students majoring in nursing from Nanjing No. 1 Vocational and Technical School in Zhangzhou City, Fujian Province, were selected to study the future orientation of nursing students, the relationship between time management tendency and learning input by means of questionnaire and experiment. As well as the intervention effect of future orientation and time management tendency on learning input, the study is divided into two parts. In the first study, we used the "Youth Future orientation scale", "Youth time Management disposition scale" and "Learning input scale" to study the future orientation, time management tendency, the characteristics of learning investment and the relationship between them. On the basis of the first study, the author designed the group guidance and time management group guidance for the future orientation, and selected 36 secondary vocational nursing students who had low learning input in the middle school of study 1. They were divided into two intervention groups and one control group to investigate the future orientation. The intervention effect of time management on learning input. The main conclusions are as follows: (1) the future orientation, time management tendency and learning input of the secondary vocational nursing students are all at the upper middle level. (2) there are significant differences in the future orientation and the three dimensions of the vocational nursing students. The scores of the third grade were significantly lower than those of the first and the second grade. There were significant differences in the future orientation and the future emotion between the male nursing students and the female nursing students, and the male nursing students were higher than the female nursing students. Among the different factors, the first grade had the highest optimism, the second grade had the highest thinking, and the third grade had the lowest breadth, density and planning. (3) there were significant differences in the time management tendency and its three dimensions of the secondary vocational nursing students. The third grade had the lowest score; the social orientation had significant difference in the family situation, the nursing student in the two-parent family was higher than the nursing student in the single-parent family; the future orientation and its three dimensions had no significant difference in the gender and the growth environment. Among the different factors, the scores of personal orientation, goal setting, plan, feedback, time management efficacy, time management behavior efficacy were lower than those of grade 1 and grade 2, among which, goal setting, planning, and time management behavior efficiency were all lower than those in grade 1 and grade 2. The feedback score is even lower than the middle level. (4) there is grade difference in the study input and its three dimensions of secondary vocational nursing students, the third grade score is the lowest, at the middle level. (5) the future orientation, time management tendency of vocational nursing students. There is a significant positive correlation between learning input. (6) the time management tendency of vocational nursing students plays a complete intermediary effect in the future orientation and learning investment. (7) the intervention of future orientation can effectively improve the level of learning investment of vocational nursing students. (8) time management intervention can effectively improve the learning input level of vocational nursing students.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

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