自尊和自我效能与中学生学业自我妨碍的关系

发布时间：2018-05-09 20:31

本文选题：自尊 + 自我效能　；参考：《山东师范大学》2009年硕士论文

【摘要】： 自我妨碍是指“在成就情境中,个体为了回避或降低因不佳表现所带来的负面影响而采取的任何能够增大将失败原因外化机会的行动和选择”。学校是一种典型的成就情境,因此,国外很多学者研究了在学校中学生的学业自我妨碍策略,但国内的研究还相对欠缺。在搜集资料的过程中,笔者发现国外对于自我妨碍的个体差异的研究集中于人格特质和性别两个方面,而人格特质中关注最多的就是自尊。国内学者毛晋平指出自尊与自我妨碍有极显著的负相关。进一步将自尊区分为积极与消极两纬度时,这种相关则主要存在于消极自尊中,且相关高,可很强的预测个体的学业自我妨碍,也是引发自我妨碍的最主要变量。消极自尊者的自尊水平低。李晓东又指出:内隐自尊和外显自尊对自我妨碍有不同的影响。内隐自尊对行为式自我妨碍和自陈式自我妨碍均有影响,外显自尊与性别在自陈式自我妨碍上有显著的交互作用;他在研究中学生的自我妨碍时还发现自我效能对学业自我妨碍有显著的负面影响,说明对自己的学习能力缺乏信心的学生更倾向于使用学业自我妨碍策略。自我效能低的学生当他们预期在即将来临的成就情景中可能会失败时,预先通过采取减少努力这样的学业自我妨碍策略来保护自己的自尊心,为自己创造了一个关于失败的非能力归因。纵观这些研究,笔者发现,国内对学业自我妨碍的研究较少,在被试方面,以往的研究主要集中于大学生被试,对中学生的研究较少。因此,本研究主要运用问卷调查法,以初中生为被试展开研究,就初中生的自尊、自我效能对学业自我妨碍的影响进行了探讨。研究结果如下: 1.初中生在学业自我妨碍上不存在性别和年级差异。 2.自尊与学业自我妨碍呈显著的负相关,即自尊越低的个体,越倾向于采取学业自我妨碍策略。 3.自我效能与学业自我妨碍呈显著的负相关,即自我效能越低,学业自我妨碍越高。 4.学业自我妨碍对学业成绩没有显著的影响。
[Abstract]:Self-handicapping refers to "any action or choice taken by an individual to avoid or reduce the negative effects of poor performance in an achievement situation that increases the chances of externalizing the causes of failure". School is a typical achievement situation, so many foreign scholars have studied the learning self-handicapping strategy of middle school students in school, but the domestic research is still relatively lacking. In the process of collecting data, the author finds that the study of self-handicapping individual differences abroad focuses on personality traits and gender, and self-esteem is the most concerned about personality traits. Mao Jinping, a domestic scholar, pointed out that self-esteem and self-handicapping are negatively correlated. When the self-esteem is further divided into positive and negative dimensions, this correlation mainly exists in the negative self-esteem, and the correlation is high, which can strongly predict the academic self-handicap of individuals, and is also the most important variable of self-handicapping. People with negative self-esteem have a low level of self-esteem. Li Xiaodong also pointed out that implicit self-esteem and explicit self-esteem have different effects on self-handicapping. Implicit self-esteem affects both behavioral self-handicapping and self-evident self-handicapping. Explicit self-esteem and gender have significant interaction on self-handicapping. He also found that self-efficacy had a significant negative effect on academic self-handicapping when he studied self-handicapping of middle school students, which indicated that students who lacked confidence in their learning ability were more likely to use academic self-handicapping strategies. Students with low self-efficacy protect their self-esteem by pre-empting academic self-handicapping strategies such as reducing effort when they expect to fail in the upcoming achievement scenario. Create a non-capacity attribution of failure for yourself. Throughout these studies, the author found that there are few studies on academic self-handicap in China. In the subjects, the previous studies mainly focus on college students, and the research on middle school students is less. Therefore, this study mainly uses the questionnaire method, taking junior high school students as the subjects, to explore the influence of junior high school students' self-esteem and self-efficacy on academic self-handicap. The findings are as follows: 1. There is no gender and grade difference in academic self-handicapping of junior high school students. 2. There is a significant negative correlation between self-esteem and academic self-handicapping, that is, individuals with lower self-esteem tend to adopt academic self-handicapping strategies. 3. There is a significant negative correlation between self-efficacy and academic self-handicap, that is, the lower the self-efficacy, the higher the academic self-handicap. 4. Academic self-handicapping has no significant effect on academic achievement.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2

【引证文献】