中学生学业韧性、学业自我概念与学习动机缺失的关系研究

发布时间：2018-06-25 22:55

本文选题：中学生 + 学习动机缺失　；参考：《牡丹江师范学院》2017年硕士论文

【摘要】：学习动机是引起、维持学生学习行为并使之趋向既定目标的动力倾向。学习动机缺失目前是常见的问题,本研究旨在基于已有的研究基础,试图了解中学生学习动机缺失、学业韧性、学业自我概念的现实状况。本研究以《中学生学习动机缺失量表》、《中学生学业韧性量表》、《中学生学业自我概念量表》为研究工具,对黑龙江省牡丹江市第某中学和山东省寿光市某中学的408名高中生通过现场问卷调查,利用SPSS软件通过对收回的数据进行描述性分析、相关分析、回归分析等方法,探讨中学生学习动机缺失、学业韧性及学业自我概念之间的关系。给中学生学习动机缺失提供相应依据,提升他们的学习状态和学习成绩,促进中学生身也健康发展。研结果表明:1.学习动机缺失在性别、年级、是否独生等人口学变量上不存在显著差异。2.动机缺失在文科/理科意向上存在显著差异;班级排名越往后,学习动机缺失感越严重;民主型家庭教养方式学习动机感最低;跟比我差的同伴相比学习动机缺失差异显著;对任科教师的喜爱程度存在显著差异。3.学业韧性在性别、年级等人口学变量中不存在明显差异。4.出生于镇里的同学学业韧性低;中学生困境应对的能力会随着家庭生活水平的下降而降低,学业坚持性也是如此;父母支持少的,经常出现在不太富裕的家庭,此种情况同样会在教师支持维度中出现。5.班主任在学业自我概念上的影响大体是一致的,喜欢班主任程度与学业自我概念呈正比,班干自我概念高。6.寿光某中学学生学习动机缺失低于牡丹江某中学;寿光某中学学业韧性高于牡丹江某中学;寿光某中学学业自我概念高于牡丹江某中学。7.学习动机缺失与学业韧性呈负相关,学习动机缺失与学业自我概念呈负相关,学业韧性与学业自我概念呈正相关。
[Abstract]:Learning motivation is the propensity to cause, maintain, and orient students' learning behavior toward a given goal. At present, lack of learning motivation is a common problem. Based on the existing research basis, this study attempts to understand the current situation of learning motivation deficiency, academic resilience and academic self-concept of middle school students. In this study, the scale of Middle School students' Learning motivation deficiency, the scale of Middle School students' academic resilience and the scale of Middle School students' academic Self-concept were used as the research tools. In this paper, 408 high school students from a middle school in Mudanjiang City, Heilongjiang Province, and a middle school in Shouguang City, Shandong Province, were investigated by a questionnaire survey, and the data collected were analyzed by using SPSS software, including descriptive analysis, correlation analysis, regression analysis and so on. To explore the relationship among learning motivation deficiency, academic resilience and academic self-concept of middle school students. To provide the corresponding basis for the lack of learning motivation of middle school students, to improve their learning status and achievement, and to promote the healthy development of middle school students. The result of the study shows that 1: 1. There is no significant difference in demographic variables such as gender, grade, single child and so on. There were significant differences in the intention of liberal arts / science subjects; the lower the class rank, the more serious the sense of lack of learning motivation; the lowest sense of motivation in democratic family rearing style; There is a significant difference in the degree of affection to teachers. 3. There was no significant difference in academic resilience in demographic variables such as gender, grade and so on. 4. 4. Students born in town have low academic resilience; the ability of middle school students to cope with difficulties decreases with the decline of their family living standards, and so is academic persistence. Parents who have little support often appear in less affluent families. This will also occur in the teacher support dimension. 5. The influence of the head teacher on the academic self-concept is generally consistent, and the degree of liking the head teacher is proportional to the academic self-concept, and the self-concept of the class teacher is high. 6. Shouguang middle school students have lower learning motivation than Mudanjiang middle school; Shouguang middle school has higher academic toughness than Mudanjiang middle school; Shouguang middle school has higher academic self-concept than Mudanjiang middle school. There is a negative correlation between learning motivation deficiency and academic resilience, a negative correlation between learning motivation deficiency and academic self-concept, and a positive correlation between academic motivation and academic self-concept.
【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】：G442

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