初三学生学业成绩的期望值对考试焦虑的影响

发布时间：2018-08-27 06:33

【摘要】：考试焦虑是目前我国初中毕业班学生普遍面临的紧迫性问题,并且也引起了社会各界对考试焦虑的高度重视。随着教育改革的不断深化,升学、就业、人才选拔等竞争将会日趋激烈,而由考试而引发的焦虑也将会成为现代学生学习中普遍存在而又极为重要的一种需要重点重视和解决的心理卫生问题。研究初中三年级学生考试焦虑的状况具有十分重要的意义。本文探讨的问题有考试焦虑形成的各种原因重点探讨期望效应对考试焦虑的影响。本文主要采用理论与实际相结合的方法,以调查研究的形式,通过分析理论知识对初中毕业班学生的实际情况做初步分析,选取学习成绩中等的245名学生为样本,使用问卷调查和访谈法相结合测查学生对自己、老师和家长对学生的期望成绩。本研究把期望分为三个层次：期望过高、期望偏高、期望适中。根据期望的不同层次我们对这三部分学生进行考试焦虑调查,看看他们的期望值对考试焦虑的影响程度如何。主要探索以下五个问题： 1,在同一学习水平上的学生,从自身期望成绩的高低不同划分,期望成绩过高的学生考试成绩受到考试焦虑影响的程度如何；期望成绩适中的学生考试成绩是否也会受到考试焦虑的影响；期望成绩偏高的学生考试时是否也会受到考试焦虑的影响。 2,在同一学习水平上的学生,从班主任老师对其的期望成绩高低不同划分,老师给的期望成绩过高的学生考试时的焦虑状况；期望成绩适中的学生考试时的焦虑状况；期望成绩偏高的学生考试时的焦虑状况。 3,在同一学习水平上的学生,从家长对其的期望成绩高低不同划分,家长给的期望成绩过高的学生考试时的焦虑状况；期望成绩适中的学生考试时的焦虑状况；期望成绩偏低的学生考试时的焦虑状况。 4,分析出学生自己对自己的期望成绩、家长对子女的期望成绩、班主任老师对学生的期望成绩,对比之间的关系。 5,根据以上提出的问题,总结出期望成绩与实际成绩落差较大,也就是说期望成绩高的学生受到考试焦虑影响的程度如何,并且给出合理的解决方案；期望成绩与实际成绩大致相符的学生,对于考试中的状态给出一些建议,从而能科学地提高其学习成绩。文章针对期望值对考试焦虑的影响展开对学生心理健康教育,帮助考生建立自信心并端正学生考试动机,确立合理有效的期望值帮助学生培养健康的心态和抗挫折的能力,教师指导学生采用认知矫正法缓解考试焦虑,家长运用合理的教育方法帮助孩子成长,同时也端正学生的考试动机确定合理的期望值正确认识考试。
[Abstract]:Examination anxiety is an urgent problem for junior high school graduating students in our country at present, and it has also aroused great attention to examination anxiety from all walks of life. With the deepening of educational reform, the competition for higher education, employment and talent selection will become increasingly fierce. The anxiety caused by the examination will also become a kind of mental health problem which needs to be paid more attention to and solved in the study of modern students. It is of great significance to study the test anxiety of junior high school students. The problems discussed in this paper include the causes of the formation of test anxiety and the influence of expectation effect on test anxiety. This paper mainly adopts the method of combining theory with practice, through the form of investigation and research, through the analysis of theoretical knowledge to make a preliminary analysis of the actual situation of junior high school graduating class students, and selects 245 students with middle academic achievement as the sample. Questionnaires and interviews were used to test the students' expected scores on themselves, teachers and parents. This study divides expectations into three levels: high expectations, high expectations and moderate expectations. According to the different levels of expectation, we conduct a test anxiety survey on these three groups of students to see how their expectations affect the test anxiety. This paper mainly explores the following five problems: 1, students at the same level of learning, from their own expectations of different grades, expectations of students with too high test scores affected by the degree of test anxiety; Whether students who expect moderate results will also be affected by test anxiety, and whether students with high expectations will also be affected by test anxiety. 2, students at the same level of study, According to the different grades of the teacher in charge of the class teacher, the anxiety state of the students who expect too high grade, the anxiety state of the students with moderate expected score, and the anxiety state of the students with moderate expected results are divided into three parts. The anxiety state of the students with higher expectations. 3. Students at the same level of learning, according to the parents of their expectations of the level of different division, parents give too high expectations of the students' anxiety in the examination; The anxiety state of the students with moderate expected grades during the examination, and the anxiety state of the students with lower expectations in the examination. 4. The analysis of the students' own expectations of their own achievements and the expected scores of their parents on their children, The relationship between the teacher in charge of the class and the students' expected results. 5. According to the questions raised above, it is concluded that the difference between the expected results and the actual results is quite large. That is to say, the degree to which students with high expectations are affected by test anxiety and give a reasonable solution; students who expect high grades to roughly match their actual results give some advice on the state of the exam. In order to improve their academic performance scientifically. Aiming at the effect of expectation on test anxiety, this paper aims at improving students' mental health education, helping them to establish self-confidence and correct students' motivation for examination, and establishing reasonable and effective expectation value to help students cultivate healthy mentality and ability to resist setbacks. Teachers guide students to use cognitive correction method to alleviate test anxiety, parents use reasonable educational methods to help children grow up, and at the same time, correct students' examination motivation to determine reasonable expectations to correctly recognize the examination.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2

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