少数民族中学生自我和谐的发展特点及其对学习投入的影响

发布时间：2018-05-09 16:13

本文选题：少数民族中学生 + 自我和谐　；参考：《中国特殊教育》2015年09期

【摘要】：目的:调查少数民族中学生自我和谐的发展特点及其与学习投入的关系。方法:采用自我和谐、学习投入问卷对1646名少数民族中学生进行调查。结果:(1)65.6%的少数民族中学生自我和谐总分较低,女生自我与经验不和谐因子得分显著高于男生,而自我灵活性因子得分显著低于男生;(2)初中学生自我与经验不和谐因子得分均小于高中学生,而自我灵活性因子得分显著大于高中学生;(3)自我和谐与学习投入之间呈显著负相关,自我和谐对学习投入具有直接预测作用。结论:少数民族中学生具有较高程度的自我和谐水平。要提高学习投入程度,不仅要重视外在因素,更要重视中学生的心理,达到较高的自我和谐水平。
[Abstract]:Objective: to investigate the characteristics of self-harmonious development of minority middle school students and the relationship between self-harmony and learning investment. Methods: 1646 minority middle school students were investigated by self-harmony and learning input questionnaire. Results in 65.6% of minority middle school students, the total score of self-harmony was lower, and the score of self-and experiential disharmony of female students was significantly higher than that of male students. The score of self-flexibility factor was significantly lower than that of male students (P < 0.05) the scores of self-and experiential disharmony factor of junior middle school students were lower than those of senior high school students. The score of self-flexibility factor was significantly higher than that of senior high school students. (3) there was a significant negative correlation between self-harmony and learning input, and self-harmony had a direct predictive effect on learning input. Conclusion: ethnic middle school students have a higher level of self-harmony. In order to improve the degree of learning investment, we should pay attention not only to external factors, but also to the psychology of middle school students so as to achieve a higher level of self-harmony.
【作者单位】：西北民族大学教育科学与技术学院心理学系;
【基金】：甘肃省教育科学‘十二五’规划2014年度一般课题“少数民族大中学生父母教养方式特征的比较研究”(课题批准号:GS[2014]GHB1223) 西北民族大学科研创新团队项目(项目号:20130713)资助
【分类号】：G444

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