不同考试情境下高中生自尊与考试焦虑关系研究

发布时间：2018-05-06 00:33

本文选题：高中生 + 自尊　；参考：《辽宁师范大学》2013年硕士论文

【摘要】：自尊即个体在社会化过程中所获得的关于自我价值的积极评价与体验，它在自我系统中占据着独特的核心地位，影响着个体情绪、动机和行为表现等心理过程，对于考试焦虑的影响同样不容小觑。考试焦虑由一定考试情境激发，受到个体身心等制约因素的影响，基本特征表现为担忧，基本行为表现为防御、逃避等，并通过不同情绪性反应所表现出来的一种特殊心理状态。高中生正处于青少年期，他们的自尊发展会受到多重因素影响，加之学业任务繁重，易引发他们出现强弱不同的考试焦虑体验，不仅使学业成绩和身体素质下降，而且使心理健康状况受到威胁。本研究通过问卷法与实验法探究不同考试情境下高中生自尊和考试焦虑的关系。首先，使用问卷考察高中生自尊发展状况。然后，筛选出高、低自尊组，并创设普通和重要两种考试情境，，将两组被试平分到不同考试情境下进行考试，并完成考试焦虑的测量。最后，以个案方式对由低自尊引发高考试焦虑的高中生进行自尊培养。本研究结论如下： (1)高中生自尊发展状况基本良好，较高发展水平高中生最多，平均发展水平偏低，高中生自尊水平有待提升。 (2)高中生自尊发展具有相应的年级和性别特点。年级上，呈现出“低-高-低倒U形”发展态势，一年级至二年级显著上升，二年级至三年级略有下降，一年级是自尊发展的重要时期。性别上，女生自尊发展水平显著低于男生。 (3)低自尊发展水平高中生，在两种考试情境下的考试焦虑均显著高于高自尊，高中生考试焦虑受到其自尊发展水平的重要影响。 (4)低自尊发展水平高中生，在两种考试情境下考中焦虑状态均显著高于考前；高自尊仅在重要考试情境下考中焦虑状态显著高于考前。不同自尊发展水平高中生的考试焦虑受到考试情境的一定影响。 (5)低自尊发展水平高中生，在重要考试情境下的考试焦虑均显著高于在普通情境下的；高自尊无显著差异。低自尊发展水平高中生的考试焦虑更易受到考试情境的影响。 (6)以个案方式对3名高中生进行自尊培养后，其自尊水平显著提高、考试焦虑显著下降，与未培养的高中生存在显著差异，并在一定时期内有所保持，其整体面貌也明显改善。自尊培养有效促进了高中生健康与全面地发展。
[Abstract]:Self-esteem is the positive evaluation and experience of self-worth acquired by individuals in the process of socialization. It occupies a unique core position in the self-system and influences the psychological processes such as individual emotion, motivation and behavior performance. The impact on test anxiety is equally significant. Test anxiety is inspired by a certain examination situation, and affected by the restriction factors such as individual body and mind. The basic characteristics of test anxiety are worry, basic behavior is defense, escape and so on. And through different emotional responses to show a special state of mind. High school students are in their adolescence, their self-esteem development will be affected by many factors, coupled with heavy academic tasks, easy to cause them to appear strong and weak test anxiety experience, not only the academic performance and physical fitness decline, And the state of mental health is threatened. This study explored the relationship between high school students' self-esteem and test anxiety in different examination situations by questionnaire and experiment. First, a questionnaire was used to investigate the development of high school students' self-esteem. Then, the high and low self-esteem groups were selected, and two kinds of test situations were created, and the two groups were equally divided into different test situations, and the test anxiety was measured. Finally, the high school students who have high test anxiety caused by low self-esteem are trained on a case-by-case basis. The conclusions of this study are as follows: 1) the development of high school students' self-esteem is basically good, the high school students have the highest level of development, the average level of development is low, and the level of high school students' self-esteem needs to be improved. 2) the development of high school students' self-esteem has corresponding grade and gender characteristics. In grade, there is a trend of "low-high-low inverted U shape". The first grade is an important period for the development of self-esteem, and the first grade is an important period for the development of self-esteem. The first grade is an important period for the development of self-esteem, and the first grade is an important period for the development of self-esteem. Gender, female self-esteem development level was significantly lower than boys. 3) the test anxiety of high school students with low self-esteem development level was significantly higher than that of high self-esteem, and the test anxiety of high school students was influenced by their self-esteem development level. 4) High school students with low level of self-esteem had significantly higher anxiety in the two test situations than before, and high self-esteem was significantly higher in the test than before only in important test situations. The test anxiety of high school students with different levels of self-esteem is influenced by the examination situation. 5) the test anxiety of high school students with low self-esteem development level was significantly higher than that of ordinary ones, but there was no significant difference between high self-esteem and high self-esteem. The test anxiety of high school students with low self-esteem is more affected by test situation. 6) the self-esteem level of three high school students was significantly improved, and the test anxiety was significantly decreased, which was significantly different from that of the untrained high school students, and maintained in a certain period of time, and their overall appearance was also improved obviously. Self-esteem training has effectively promoted the healthy and comprehensive development of high school students.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：B844.2

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