农村留守中学生的自我效能感调查研究
发布时间：2019-05-30 08:12
【摘要】：20世纪80年代以来,我国经济的发展突飞猛进,导致一些大中城镇吸引了越来越多的农村剩余劳动力,由于种种限制不得不把子女留在农村,随之便出现了农村留守儿童现象。笔者任教于一所农村高中十多年,有很多教育对象都是留守学生,因此对留守学生的基本情况和问题比较了解。在班杜拉理论体系中,最为重要的一大内容即为自我效能论。在班杜拉理论中,自我效能被视为一种特定的心理状态,可对人们各类行为活动的执行产生直接而重要的影响,因此它对于人们行为的调节与控制价值非凡,意义深远。学生的自我效能感是判断学生心理健康水平的有效依据。当下,与留守学生有关的诸类研究不计其数,归总起来,则重点是以留守儿童心理健康问题及影响因素或者是对留守儿童的问题行为及策略等的研究为主的,针对农村留守中学生自我效能感的研究很少。农村留守中学生的自我效能感状况会直接影响和调节他们的行为,因此对农村留守中学生的自我效能感的研究具有非常重要的意义。因此本研究希望借助调查留守学生自我效能感基本状况来发现其中的问题,从而提出提高自我效能的对策。本研究主要采用的是文献综述法、问卷法和访谈法,在相关综述的基础上,通过调查问卷法等方法来调研和深入了解农村当前留守中学生自我效能感真实状况。本研究使用《一般自我效能感量表》通过对四川邛崃市两所初中和两所高中的800名学生的进行问卷调查,并对有效数据进行处理后发现以下结果:1.农村留守中学生的一般自我效能感均分显著低于农村非留守中学生;同年级横向对比,非留守的初中生的一般自我效能感得分要显著高于同年级的留守的初中生。2.农村留守中学生的一般自我效能感存在明显的性别差异,男生得分要比女生高出很多。3.农村留守中学生一般自我效能感因年级不同也会有所不同,农村留守高中生的一般自我效能感显著高于农村留守初中生。4.在留守方式方面,与父母同辈亲友一起居住的农村留守中学生具有较高的一般自我效能感,跟哥哥/姐姐、母亲、父亲、爷爷/奶奶或外公/外婆一起居住的一般自我效能感逐渐减小,而独自居住的农村留守中学生的一般自我效能感最低。基于本研究的以上发现,本文还有针对性的提出了一些建议,希望通过这些方法来提升他们的自主学习意愿度及能力,强化农村留守中学生的自我效能感。
[Abstract]:Since the 1980s, with the rapid development of China's economy, some large and medium-sized towns have attracted more and more rural surplus labor force. Due to various restrictions, they have to leave their children in the countryside, followed by the phenomenon of rural left-behind children. The author has been teaching in a rural high school for more than ten years, and many of them are left-behind students, so they have a better understanding of the basic situation and problems of the left-behind students. In the Bandura theory system, the most important content is the theory of self-efficacy. In Bandura theory, self-efficacy is regarded as a specific psychological state, which can have a direct and important impact on the implementation of all kinds of behavioral activities, so it is of great value and far-reaching significance for the regulation and control of people's behavior. Students' sense of self-efficacy is an effective basis for judging students' mental health level. At present, there are countless kinds of studies related to left-behind students, all in all, the focus is on the mental health problems and influencing factors of left-behind children or on the behavior and strategies of left-behind children. There are few studies on the self-efficacy of rural left-behind middle school students. The self-efficacy of rural left-behind middle school students will directly affect and regulate their behavior, so it is of great significance to study the self-efficacy of rural left-behind middle school students. Therefore, this study hopes to find out the problems by investigating the basic situation of left-behind students' sense of self-efficacy, and then put forward the countermeasures to improve self-efficacy. This study mainly adopts the methods of literature review, questionnaire and interview. On the basis of the relevant review, through the questionnaire and other methods to investigate and deeply understand the real situation of left-behind middle school students' self-efficacy in rural areas. In this study, 800 students from two junior middle schools and two senior high schools in Qionglai City, Sichuan Province were investigated by using the General self-efficacy scale, and the following results were found after processing the effective data: 1. The average score of general self-efficacy of rural left-behind middle school students was significantly lower than that of rural non-left-behind middle school students. Compared with the same grade, the score of general self-efficacy of non-left-behind junior high school students was significantly higher than that of left-behind junior high school students in the same grade. 2. There are obvious gender differences in the general self-efficacy of rural left-behind middle school students, and the scores of boys are much higher than those of girls. The general self-efficacy of rural left-behind middle school students is also different from that of rural left-behind middle school students. The general self-efficacy of rural left-behind high school students is significantly higher than that of rural left-behind junior high school students. In terms of the way of staying, the rural left-behind middle school students who live with their parents and relatives and friends have a high sense of general self-efficacy, with their brothers / sisters, mothers, fathers, The general self-efficacy of Grandpa / Grandma or Grandpa / Grandma living together gradually decreased, while the general self-efficacy of rural left-behind middle school students living alone was the lowest. Based on the above findings of this study, this paper also puts forward some suggestions, hoping to improve their willingness and ability to learn independently and strengthen the sense of self-efficacy of rural left-behind middle school students.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444
本文编号：2488672
[Abstract]:Since the 1980s, with the rapid development of China's economy, some large and medium-sized towns have attracted more and more rural surplus labor force. Due to various restrictions, they have to leave their children in the countryside, followed by the phenomenon of rural left-behind children. The author has been teaching in a rural high school for more than ten years, and many of them are left-behind students, so they have a better understanding of the basic situation and problems of the left-behind students. In the Bandura theory system, the most important content is the theory of self-efficacy. In Bandura theory, self-efficacy is regarded as a specific psychological state, which can have a direct and important impact on the implementation of all kinds of behavioral activities, so it is of great value and far-reaching significance for the regulation and control of people's behavior. Students' sense of self-efficacy is an effective basis for judging students' mental health level. At present, there are countless kinds of studies related to left-behind students, all in all, the focus is on the mental health problems and influencing factors of left-behind children or on the behavior and strategies of left-behind children. There are few studies on the self-efficacy of rural left-behind middle school students. The self-efficacy of rural left-behind middle school students will directly affect and regulate their behavior, so it is of great significance to study the self-efficacy of rural left-behind middle school students. Therefore, this study hopes to find out the problems by investigating the basic situation of left-behind students' sense of self-efficacy, and then put forward the countermeasures to improve self-efficacy. This study mainly adopts the methods of literature review, questionnaire and interview. On the basis of the relevant review, through the questionnaire and other methods to investigate and deeply understand the real situation of left-behind middle school students' self-efficacy in rural areas. In this study, 800 students from two junior middle schools and two senior high schools in Qionglai City, Sichuan Province were investigated by using the General self-efficacy scale, and the following results were found after processing the effective data: 1. The average score of general self-efficacy of rural left-behind middle school students was significantly lower than that of rural non-left-behind middle school students. Compared with the same grade, the score of general self-efficacy of non-left-behind junior high school students was significantly higher than that of left-behind junior high school students in the same grade. 2. There are obvious gender differences in the general self-efficacy of rural left-behind middle school students, and the scores of boys are much higher than those of girls. The general self-efficacy of rural left-behind middle school students is also different from that of rural left-behind middle school students. The general self-efficacy of rural left-behind high school students is significantly higher than that of rural left-behind junior high school students. In terms of the way of staying, the rural left-behind middle school students who live with their parents and relatives and friends have a high sense of general self-efficacy, with their brothers / sisters, mothers, fathers, The general self-efficacy of Grandpa / Grandma or Grandpa / Grandma living together gradually decreased, while the general self-efficacy of rural left-behind middle school students living alone was the lowest. Based on the above findings of this study, this paper also puts forward some suggestions, hoping to improve their willingness and ability to learn independently and strengthen the sense of self-efficacy of rural left-behind middle school students.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444
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