高中生学习动机，自我管理能力与学业拖延的关系研究
发布时间：2018-10-26 07:30
【摘要】：高中生处在个体成长的特殊时期,他们的生理和心理变化又很大。同时他们处在特殊的学习阶段,承受着一定的学习压力。此外,他们生活在当今的社会背景下,他们的成长又必然会带有这个时代的烙印。针对我所任教单位的实际情况,我选取了高中生的学习动机,自我管理能力与学业拖延三个与学习关系密切的因素来进行分析。近年来相关方面的研究有很多,该研究在以往的研究基础之上,以了解当地学生的学习动机,自我管理能力与学业拖延的情况为目的进行分析,以期服务于教育教学工作。该论文以天津市某区高一至高三年级学生为样本(学生总人数615人),以问卷调查的形式,对该校高中生的学习动机,自我管理能力和学业拖延等情况进行调查,运用描述性统计分析和方差检验进行数据分析。研究结果:1.学习动机、自我管理能力和学业拖延两两相关,学习动机越强越不容易产生学业拖延,自我管理能力越强越不容易产生学业拖延,学习动机越强自我管理能力越强。2.学习动机、自我管理能力和学业拖延因素在性别和年级上存在人口统计学差异,在母亲教育程度上不存在人口统计学差异。研究结论:1.学习动机、自我管理能力均与学业拖延呈负相关,学习动机与自我管理能力呈正相关。2.学习动机、自我管理能力和学业拖延在性别和年级上存在人口统计学差异。
[Abstract]:High school students in a special period of individual growth, their physical and psychological changes are great. At the same time, they are in a special stage of learning, under certain pressure of learning. In addition, they live in today's social background, their growth will inevitably bear the brand of this era. According to the actual situation of my teaching unit, I choose three factors which are closely related to learning, such as learning motivation, self-management ability and academic procrastination. In recent years, there are a lot of related studies. Based on the previous studies, the purpose of this study is to understand the local students' learning motivation, self-management ability and academic procrastination, in order to serve the educational and teaching work. In this paper, the students of grade one to grade three in a district of Tianjin were selected as a sample (615 students in total). A questionnaire survey was conducted to investigate the learning motivation, self-management ability and academic procrastination of the high school students. Descriptive statistical analysis and variance test were used to analyze the data. Results: 1. Learning motivation, self-management ability and academic procrastination are both related. The stronger the learning motivation, the less likely it is to cause academic procrastination. The stronger the self-management ability is, the less the academic procrastination is, the stronger the learning motivation is, the stronger the self-management ability is. The factors of learning motivation, self-management ability and academic procrastination had statistical differences in sex and grade, but there was no demographic difference in the level of mother's education. Conclusion: 1. Learning motivation and self-management ability were negatively correlated with academic procrastination, and learning motivation was positively correlated with self-management ability. 2. There were demographic differences in gender and grade among learning motivation, self-management ability and academic procrastination.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442
本文编号：2295006
[Abstract]:High school students in a special period of individual growth, their physical and psychological changes are great. At the same time, they are in a special stage of learning, under certain pressure of learning. In addition, they live in today's social background, their growth will inevitably bear the brand of this era. According to the actual situation of my teaching unit, I choose three factors which are closely related to learning, such as learning motivation, self-management ability and academic procrastination. In recent years, there are a lot of related studies. Based on the previous studies, the purpose of this study is to understand the local students' learning motivation, self-management ability and academic procrastination, in order to serve the educational and teaching work. In this paper, the students of grade one to grade three in a district of Tianjin were selected as a sample (615 students in total). A questionnaire survey was conducted to investigate the learning motivation, self-management ability and academic procrastination of the high school students. Descriptive statistical analysis and variance test were used to analyze the data. Results: 1. Learning motivation, self-management ability and academic procrastination are both related. The stronger the learning motivation, the less likely it is to cause academic procrastination. The stronger the self-management ability is, the less the academic procrastination is, the stronger the learning motivation is, the stronger the self-management ability is. The factors of learning motivation, self-management ability and academic procrastination had statistical differences in sex and grade, but there was no demographic difference in the level of mother's education. Conclusion: 1. Learning motivation and self-management ability were negatively correlated with academic procrastination, and learning motivation was positively correlated with self-management ability. 2. There were demographic differences in gender and grade among learning motivation, self-management ability and academic procrastination.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442
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