初中学业不良学生心理弹性及其影响因素研究

发布时间：2018-04-13 12:46

本文选题：学业不良 + 心理弹性　；参考：《陕西师范大学》2011年硕士论文

【摘要】：心理弹性研究兴起于上世纪七、八十年代,是从积极心理学的角度,来探讨处于压力或不利情境中的儿童、青少年如何保持良好的心理健康。如果说他们所处的不利环境是一种危险性因素,那么有哪些保护性因素能保护他们不受伤害,保持健康的心理状态呢?这就是心理弹性要研究的问题。而本研究是针对学业不良学生这个群体,研究学业不良个体如何在学业困境中保持心理弹性。学业不良是广泛存在的现象,学业不良学生的数目也不在少数,是家长和老师共同担忧的问题。学业不良除了学业上的困难之外,还会给个体带来很多其他不良影响,比如影响他们的心理健康、自我概念、同伴关系、社会适应性等等。探讨学业不良学生的心理弹性,寻找影响学业不良学生心理弹性的影响因素,以提高学业不良学生的心理健康水平,是本研究的目的所在。本研究采用了量的研究和质性研究相结合的方法。首先用量的研究方法对学业不良学生心理弹性的现状进行研究,使用青少年心理健康诊断测验、儿童行为评定表、心理弹性量表等工具来测量学业不良学生的心理弹性；再通过深入访谈和参与式观察等方法,对学业不良学生的心理弹性进行深入研究,探索影响心理弹性的因素。结合量的研究和质的研究,本研究得出以下结论： (1)初中学业不良学生存在明显的心理健康问题,其中严重的学习焦虑和自责倾向是学业不良学生心理健康不佳的主要原因。 (2)初中学业不良学生的行为问题主要表现在违纪、攻击性行为、退缩性行为上,其中违纪行为较为普遍。 (3)初中学业不良学生的社会交往状况较好。社会交往存在问题的原因与学业成就和个人特点都有关,只有学业不良和个人其他缺点同时存在时,才影响同伴关系和师生关系,而仅仅是学业不良并不会引起社会交往问题。 (4)初中学业不良学生心理弹性的影响因素包括内在因素和外在因素两大类。内在因素有：个性特点、认知特点、问题解决。 (5)外在因素有：学习压力、父母因素、同伴因素、学校因素和其他因素。外在因素中,学习压力是心理弹性的危险性因素；良好的亲子关系、同伴关系、师生关系、学校环境、人际环境等都是心理弹性的保护性因素。其中,父母因素尤为重要。
[Abstract]:From the perspective of positive psychology, the study of resilience emerged in the 1970s and 1980s to explore how to maintain good mental health of children and adolescents in stressful or unfavorable situations.If their adverse circumstances are a risk factor, what protective factors can protect them from harm and maintain a healthy mental state?This is the problem of resilience.This study is aimed at students with learning disabilities how to maintain their mental resilience in their academic difficulties.Academic disability is a widespread phenomenon, and the number of students with learning disabilities is not small, which is a common concern of parents and teachers.In addition to academic difficulties, academic disabilities also bring many other adverse effects to individuals, such as their mental health, self-concept, peer relationship, social adaptability and so on.The purpose of this study is to explore the psychological resilience of the students with learning disabilities and to find the influencing factors to improve the mental health level of the students with learning disabilities.In this study, quantitative and qualitative studies were combined.Firstly, the present situation of mental elasticity of students with learning disabilities was studied by the method of dosage, and the mental resilience of students with learning disabilities was measured by means of adolescent mental health diagnostic test, children's behavior assessment table, and psychological elasticity scale.Through in-depth interviews and participatory observation, the psychological resilience of students with learning disabilities is studied in depth, and the factors that affect the resilience are explored.Combining quantitative and qualitative studies, this study draws the following conclusions:(1) there are obvious mental health problems in students with learning disabilities in junior high school, among which serious learning anxiety and self-reproach tendency are the main reasons for poor mental health of students with learning disabilities.2) the behavior problems of junior middle school students with learning disabilities are mainly manifested in discipline violation, aggressive behavior and withdrawal behavior, among which discipline violation is more common.Students with learning disabilities in junior high school have better social communication.The causes of the problems in social communication are related to both academic achievement and individual characteristics. Only when academic disability and other personal shortcomings exist at the same time, the relationship between peers and teachers and students can be affected, while academic disability alone will not cause problems of social interaction.4) the influencing factors of mental resilience of students with learning disabilities in junior high school include internal factors and external factors.Internal factors are: personality, cognitive characteristics, problem-solving.External factors are: learning stress, parental factors, peer factors, school factors and other factors.Among external factors, learning stress is the risk factor of psychological resilience, good parent-child relationship, peer relationship, teacher-student relationship, school environment, interpersonal environment are all protective factors of psychological resilience.Among them, parental factor is especially important.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2

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