学业不良初中生自尊、自我效能与学业求助的特点及其关系的研究

发布时间：2018-04-25 10:41

本文选题：初中生 + 学业不良　；参考：《浙江师范大学》2010年硕士论文

【摘要】： 学业不良(Learning Disabilities,简称L D)自2 0世纪60年代起成为心理学界、教育界共同关注的一个问题,目前国内对L D的研究多集中于小学生,对初中生的相关研究较少,而且长期以来人们主要关注L D学生学业技能的发展和矫治,只是在近些年才开始关注L D学生的心理健康问题；并已基本形成一个共识：学业不良是多种消极因素共同作用的结果,其中一个重要因素是学业不良学生的学业动机低下,缺乏应有的自信心,自我效能感水平普遍较低。学业求助即学生在学业上遭遇难题时,向教师或同学寻求协助,以求顺利解决问题、完成学业活动之行为。从20世纪80年代开始,学业求助问题成为西方心理学、教育学研究的一个重要课题,国外学者绕着学业求助展开了多方位的探讨,但以初中学业不良学生为研究对象的不多。本研究试图在前人研究的基础上,从自尊和自我效能两个方面来综合考查学业不良初中生的学业求助,以期为其教育转化提供参考依据和指导。本研究从浙江省四所中学共1192名学生选出学业不良学生130名,同时选出1062名学业正常学生作为对照组,主要采用问卷调查法,对初中三个年级学生的学业求助现状、学业求助在人口学变量上(性别、年级、学校)的差异以及自尊、自我效能与学业求助的关系进行了研究和探讨。本文得出的主要结论为： 1.性别差异：学业不良初中生之间,其自尊、自我效能与学业求助在性别上均无差异；但对包括学业不良学生与正常学生在内的全体被试来说,在自尊、自我效能与学业求助均有显著的性别差异,具体而言,在自尊、学业求助上男生显著低于女生；在自我效能上,男生显著高于女生。 2.年级差异：学业不良初中生之间,其自我效能与学业求助在年级上存在非常显著的差异,得分上初一初二均高于初三；在自尊方面没有显著的年级差异。 3.学校差异：学业不良初中生之间,其学业求助存在学校差异；对包括学业不良学生与正常学生在内的全体被试来说,其自尊、自我效能与学业求助均有显著的学校差异。 4.学业不良初中生之间自我效能与自尊呈显著负相关；其自我效能与学业求助呈显著正相关；自尊与工具性求助呈显著负相关,自尊与执行性性求助、回避性求助呈显著正相关。对于包括学业不良学生与正常学生在内的全体被试,与学业不良初中生情况一致。
[Abstract]:Learning disabilities (LDs) has been a common concern in the field of psychology since 1960s. At present, most of the researches on LD in China are focused on primary school students, but few on junior high school students. For a long time, people mainly pay attention to the development and correction of LD students' academic skills, only in recent years began to pay attention to the mental health of LD students. And it has basically formed a consensus: academic disability is the result of multiple negative factors, one of the important factors is the low academic motivation of students with learning disabilities, lack of due self-confidence, the level of self-efficacy is generally low. Academic help is the behavior of students seeking help from teachers or students in order to solve problems and finish academic activities. Since the 1980s, the problem of academic help has become an important subject in western psychology and pedagogy research. Foreign scholars have carried out a multi-faceted discussion around academic help, but few students with learning disabilities in junior high school are the objects of study. On the basis of previous studies, this study attempts to comprehensively examine the academic help-seeking of junior high school students with learning disabilities from two aspects of self-esteem and self-efficacy, in order to provide reference and guidance for their educational transformation. In this study, a total of 1192 students with learning disabilities were selected from four middle schools in Zhejiang Province, and 1062 normal students were selected as the control group. The differences in demographic variables (sex, grade, school) and the relationship between self-esteem, self-efficacy and academic help-seeking were studied and discussed. The main conclusions of this paper are as follows: 1. Gender differences: there was no significant difference in self-esteem, self-efficacy and academic help among students with learning disabilities, but for all subjects, including students with learning disabilities and normal students, self-esteem was the highest. There were significant gender differences between self-efficacy and academic help-seeking, specifically, boys were significantly lower than girls in self-esteem and academic help-seeking, and boys were significantly higher than girls in self-efficacy. 2. Grade difference: there was a very significant difference between self-efficacy and academic help in grade among junior high school students with learning disabilities. The scores of grade two in grade one were higher than that in grade three, but there was no significant grade difference in self-esteem. 3. School difference: there are school differences in academic help-seeking among junior high school students with learning disabilities, and there are significant differences in self-esteem, self-efficacy and academic help-seeking among all subjects, including students with learning disabilities and normal students. 4. There was a significant negative correlation between self-efficacy and self-esteem, a significant positive correlation between self-efficacy and academic help, a significant negative correlation between self-esteem and instrumental help, self-esteem and executive help, and a significant positive correlation between avoidance help and self-efficacy. For all subjects, including students with learning disabilities and normal students, the situation is consistent with that of junior high school students with learning disabilities.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：B844.2;G632.0

【引证文献】