大学生学业成绩的生态心理学研究

发布时间：2018-05-01 10:21

本文选题：学业成绩 + 生态心理学　；参考：《江西师范大学》2009年硕士论文

【摘要】： 一直以来,提高学生的学业成绩一直都受到教育心理学家的重视,许多专家提出了自己的观点。然而,多数都把教育问题的出现定位在了学生的身上,改变这一状况几乎都是针对学生进行教育转化和能力、技能训练,教育实践表明,这种教育的转化收效甚微。所以,本文从生态心理学的角度出发,根据布朗芬布伦纳的生态微系统理论构建生态教育模式,从学生内部环境系统、家庭环境系统和学校环境系统三个子系统来阐述与学生的学业成绩之间的关系。本研究不仅考虑到各个子系统对学业成绩的影响,同时考虑到两两子系统的交互作用对学业成绩的关系,运用实证研究来弥补以往研究的不足,进一步提出针对性的教育建议。本研究采用《学习策略问卷》、《学业自我效能感量表》、《成就目标定向问卷》、《学习动机问卷》、《学习归因问卷》、《父母教养方式评价量表》、《师生关系问卷》、《学生感知教师支持行为问卷》和《同伴提名问卷》进行问卷调查研究,探讨三个子系统与学业成绩的相关性、三个子系统对学业成绩的贡献率大小以及家庭环境系统和学校环境系统的交互作用对学业成绩的影响。本研究结果表明: 1、深层策略、无组织策略、学业自我效能、学习动机呈极其显著相关。其中,无组织策略和表层型学习动机成负向相关。信任鼓励型、情感温暖型、专制型和忽视型的父母教养方式与学业成绩相关性极其显著。师生关系和学生感知教师在情感和能力方面的支持行为与学业成绩成高度性相关。 2、通过逐步回归法研究表明,学业自我效能、无组织策略、深层型学习动机、深层学习策略对学业成绩有预测作用。其中,学业自我效能(学业能力和学业行为)的决定系数R~2=0.520。信任鼓励型和情感温暖型的父母教养方式对学业成绩具有积极的影响,而忽视型的父母教养方式对学业成绩具有消极的负向影响。支持型和冲突型的师生关系进入回归方程。 3、父母教养方式与师生关系、学生感知教师支持行为和同伴关系的交互作用对学生的学业成绩产生了影响。
[Abstract]:Educational psychologists have always attached importance to improving students' academic achievement, and many experts have put forward their own views. However, most of the problems of education are fixed on the students, the change of this situation is almost aimed at the students' educational transformation and ability, skill training, educational practice shows that the transformation of this kind of education has little effect. Therefore, from the perspective of ecological psychology, this paper constructs the ecological education model according to BrownFinn Brenner's ecological microsystem theory, from the students' internal environment system, Three subsystems, family environment system and school environment system, are used to explain the relationship with students' academic achievement. This study not only takes into account the influence of each subsystem on academic achievement, but also takes into account the relationship between the interaction of two subsystems and academic achievement, and makes use of empirical research to make up for the shortcomings of previous studies, and further puts forward targeted education suggestions. This study adopts the Learning Strategy questionnaire, the academic Self-efficacy scale, the Achievement goal orientation questionnaire, the Learning motivation questionnaire, the Learning Attribution questionnaire, the Parental rearing style Evaluation scale, the teacher-student relationship questionnaire, the student perception teacher questionnaire. Support behavior questionnaire and Peer nomination questionnaire were investigated. The relationship between the three subsystems and the academic achievement, the contribution rate of the three subsystems to the academic achievement and the interaction between the family environment system and the school environment system on the academic achievement were discussed. The results show that: 1. Deep strategy, non-organization strategy, academic self-efficacy and learning motivation were significantly related. Among them, there is a negative correlation between the non-organization strategy and the surface learning motivation. Parental rearing styles of trust, encouragement, warmth, autocracy and neglect were significantly correlated with academic achievement. The relationship between teachers and students and the supportive behavior of teachers in emotion and ability are highly correlated with academic achievement. 2. The results of stepwise regression analysis show that academic self-efficacy, non-organizational strategy, deep learning motivation and deep learning strategy can predict academic achievement. Among them, the determination coefficient of academic self-efficacy (academic ability and academic behavior) is R _ (22) 0. 520. The parental rearing style of trust, encouragement and emotional warmth has a positive effect on academic achievement, while neglected parental rearing has a negative influence on academic achievement. The supportive and conflicting teacher-student relations enter the regression equation. 3. The interaction between parental rearing style and teacher-student relationship, students' perception of teacher support behavior and peer relationship has an impact on students' academic achievement.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2

【引证文献】