中学生学习自控力及其培养研究

发布时间：2018-01-06 14:36

本文关键词：中学生学习自控力及其培养研究　出处：《漳州师范学院》2009年硕士论文　论文类型：学位论文

【摘要】：学习自控力是学生为实现学业目标,在学习过程中,自觉按照社会要求和一定的内在标准对外部环境,自己的情感,欲望、行为等加以控制的能力。个体在青少年时期的主要工作是学习,学习中适当的提高自我控制不但对学习有益,而且还能促进个体性格、的发展。本论文通过三个研究探讨中学生学习自控力情况。研究一对604名中学生分别用《中学生学习自控力问卷》和《中学生学习自控力原因问卷》调查了学习自控力特点和影响因素。得出结论：(1)中学生学习自控力从初一到高三,呈现总体降低趋势。(2)影响中学生自控力的原因可归纳为外部因素、内部因素。随着年级升高外部因素的影响逐渐减少,内部因素的影响逐渐增加；(3)影响初中生学习自控力的主要因素是诱惑,影响高中生学习自控力的主要因素是情绪。研究二选用99名被试接受2×2×2随机区组实验设计,自变量为学习自控力(高、低自控两个水平)、压力(有压力和无压力两个水平)、诱惑(有诱惑和无诱惑两个水平),因变量为注意稳定性。结果发现：(1)学习自控力、诱惑在注意稳定性上有主效应,压力无主效应；(2)学习自控力和压力对注意稳定性存在显著的交互作用；学习自控力和诱惑对注意稳定性存在显著的交互作用；(3)学习自控力、诱惑和压力三个因素对注意稳定性不存在显著的交互作用。研究三选用两个同质的初一班级分为实验组和控制组,对实验组进行为期6个月的学习自控力培养。最后发现(1)学习自控力与学业成绩之间有显著的正相关(2)实验后,实验组低自控被试的自控力分数显著下降,实验组高自控被试和控制组被试的自控力分数前后没有显著性差异。
[Abstract]:Learning self-control is students in order to achieve academic goals, in the process of learning, consciously in accordance with social requirements and certain internal standards of external environment, their own feelings, desires. The main task of the individual in adolescence is to learn, and the proper improvement of self-control in learning is not only beneficial to learning, but also can promote individual personality. This paper discusses the learning self-control of middle school students through three studies. A pair of 604 middle school students investigated the characteristics and influencing factors of learning self-control by using the Self-control questionnaire of Middle School students and the reason questionnaire of Learning Self-control ability of Middle School students, respectively. Middle school students learn self-control from junior one to senior three. The reason of influencing the self-control ability of middle school students can be summed up as external factor, internal factor. The influence of external factor decreases gradually with grade increase, and the influence of internal factor increases gradually. 3) temptation is the main factor that affects the learning self-control ability of junior high school students, and emotion is the main factor that affects the learning self-control ability of senior high school students. In the second study, 99 subjects were selected to receive 2 脳 2 脳 2 脳 2 randomized block design. The independent variables were learning self-control (high and low self-control level) and pressure (pressure level and no pressure level). Temptation (seduction and no temptation), dependent variable is attention stability. The result shows that: 1) learning self-control, temptation has the main effect on attention stability, and stress has no main effect; (2) Learning self-control and stress have significant interaction on attention stability; Learning self-control and temptation have significant interaction on attention stability; 3) Learning self-control, temptation and stress had no significant interaction on attention stability. In the third study, two homogeneous primary school classes were divided into experimental group and control group. The experimental group was trained with self-control ability for 6 months. Finally, it was found that there was a significant positive correlation between learning self-control ability and academic achievement (2) after the experiment. The scores of low control subjects in the experimental group decreased significantly, but there was no significant difference between the high self control subjects and the control group before and after control.
【学位授予单位】：漳州师范学院
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G442

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