社会支持对高中生学习流畅体验影响的多重中介效应分析

发布时间：2018-06-28 02:13

本文选题：社会支持 + 流畅体验　；参考：《渤海大学》2017年硕士论文

【摘要】：高考竞争带来的升学压力是每个高中生及其所在家庭必须正视的隐忧。如若未能妥当对待,那么受影响的不止是学习成绩,孩子乃至家庭的自信和尊严也将受到损害,因此高中学习过程中积极心理状态作用备受关注。高中生的归属感和安全感主要来自学校和家庭,只有在此类基础感受得到满足的前提下,才能谈及学生目标实现愿望和自我价值体验。那么,若想实现家庭和学校支持系统的作用向高中生积极学习状态的转化,在亲友、老师的帮助下如何有效获得学业情境中的积极心理状态便成为重要的研究问题,而其中影响机制的探索更是重中之重。因此,本研究引入社会支持和流畅体验两个与以上问题相契合的概念,旨在强调社会支持对高中生学习流畅体验获得的作用机制,以实现其转化程度最大化。具体而言,本文的研究目的:通过构建社会支持影响流畅体验的多重中介效应模型,探讨二者间的中介作用机制。研究方法:选取950名高中生作为被试进行问卷调查;对高中生社会支持与流畅体验进行人口学分析,进一步利用回归分析以及结构方程模型,检验社会支持与流畅体验二者的中介作用机制。研究结果:(1)社会支持与流畅体验均不受性别影响,不同年级的高中生社会支持水平差异显著,但其在流畅体验的总体水平上差异并不显著;(2)社会支持直接影响着高中生流畅体验的获得,社会支持水平越高,获得的流畅体验的能力越强;(3)社会支持对高中生学习动机和学业自我效能感有直接的预测作用。其社会支持水平决定着学业自我效能感和学习动机的水平;(4)学业自我效能感、学习动机以及学习焦虑可以有效预测学生学习流畅体验的获得;(5)社会支持首先通过预测学习动机、学业自我效能感进而对流畅体验产生影响,二者在社会支持与流畅体验中起部分中介作用,而学习焦虑的中介作用并不显著。从理论回到实践,本研究结论发现对于我国当前高中生教育具有重要启示和积极意义:宏观上要主动营造和谐的家庭和校园氛围,微观上需充分发挥高中生学习动机和学业自我效能感的中介作用,并适度地激发学生的学习焦虑。
[Abstract]:The high school students and their families must face up to the pressure of entrance examination competition. If it is not properly treated, it will not only affect the academic achievement, but also the self-confidence and dignity of the children and even the family. Therefore, the positive psychological role in the learning process of high school is paid more attention to. The sense of belonging and security of high school students mainly come from school and family. Only when this kind of basic feeling is satisfied can we talk about students' goal realization desire and self-worth experience. Then, if we want to transform the role of family and school support system to the positive learning state of high school students, how to effectively obtain the positive psychological state in the academic situation with the help of friends, relatives and teachers will become an important research problem. Among them, the exploration of influence mechanism is the most important. Therefore, this study introduces the concepts of social support and fluency experience, which are consistent with the above problems, and aims to emphasize the mechanism of social support on the learning fluency experience of senior high school students, so as to maximize the degree of transformation. Specifically, the purpose of this paper is to explore the mechanism of social support through the establishment of social support to affect the smooth experience of multi-mediation effect model. Methods: 950 high school students were selected as subjects to conduct a questionnaire survey, demographic analysis of social support and fluent experience of high school students, further use of regression analysis and structural equation model, Examine the intermediary mechanism of social support and smooth experience. The results were as follows: (1) Social support and fluency experience were not affected by gender, and there were significant differences in social support levels among high school students in different grades. However, there is no significant difference in the overall level of fluent experience. (2) Social support directly affects the acquisition of fluent experience of senior high school students, and the higher the level of social support, the higher the level of social support. (3) Social support has direct predictive effect on high school students' learning motivation and academic self-efficacy. The level of social support determines the level of academic self-efficacy and learning motivation; (4) academic self-efficacy, learning motivation and learning anxiety can effectively predict the acquisition of students' learning fluency experience; (5) Social support can first predict learning motivation. Academic self-efficacy in turn has an impact on fluency experience, both of which play a part of intermediary role in social support and fluency experience, but learning anxiety has no significant intermediary role. From theory to practice, the conclusion of this study found that the current high school education in our country has important enlightenment and positive significance: macroscopically, we should take the initiative to create a harmonious family and campus atmosphere, At the micro level, it is necessary to give full play to the mediating role of high school students' learning motivation and academic self-efficacy, and to stimulate students' learning anxiety moderately.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

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