师范生的心理素质、学校适应及其关系研究

发布时间：2018-10-31 20:54

【摘要】：教育的发展和进步有赖于大批高素质的教师的贡献。提高教师的素质,首先应该从师范生的培养做起,而师范生心理素质是核心问题,学校适应是其外在表现。本研究目的在与了解师范生心理素质以及学校适应的现状,并了解师范生心理素质对其学校适应的预测作用,为促进师范生的学校适应提供一些理论依据。本研究在山东师范大学、河北师范大学两所高校的在校师范生中选取了有效被试559名,本研究所用的研究工具有两个问卷：师范生心理素质评价量表和大学生适应性量表(CSAI)。通过探讨师范生的心理素质和学校适应的人口统计学特点及二者之间的关系。主要得出的结论如下： 1、师范生的心理素质总体处于中等水平,自我监控维度得分最高,客观性维度得分最低；学校适应总体处于中等偏上水平,生活自理适应性的得分最高,环境总体认同得分最低。 2、师范生的心理素质九个维度中,责任心、创造性和非权势性在性别上有显著差异；教育效能感在专业上有显著差异；创造性在城乡上有显著差异。学校适应七个维度中,男生除了职业适应性的得分高于女生外,其他六个维度的得分均低于女生；文科生七个维度的得分均高于理科生,且职业适应性在专业上有显著差异；农村学生除了生活自理适应性的得分高于城镇学生外,其他六个维度的得分均低于城镇学生,且人际适应性、角色适应性在城乡上有显著差异；大二学生在各维度几乎都得分最低,且与其他三个年级的学生在环境总体认同上有显著差异。 3、师范生的心理素质及各维度(除责任心外)和学校适应及各维度之间均成显著正相关。 4、师范生心理素质中的成就动机、有恒性、自我监控、非权势性和角色认同五个维度对学校适应总体情况有正向预测作用；心理素质的成就动机、有恒性、自我监控、非权势性和角色认同五个维度对学习适应性有正向预测作用；有恒性、成就动机、自我监控、非权势性、角色认同和客观性六个维度对人际适应性有正向预测作用；成就动机、教育效能感、有恒性、创造性四个维度对角色适应性有正向预测作用；成就动机、角色认同、有恒性和自我监控四个维度对职业适应性有正向预测作用；教育效能感、成就动机、非权势性和有恒性四个维度对生活自理适应性有正向预测作用；角色认同、客观性、有恒性三个维度对环境的总体认同有正向预测作用；有恒性、客观性、成就动机和角色认同四个维度对身心症状表现有正向预测作用。在所有预测中,成就动机的预测力最强,在八项预测中出现七次,其中四次预测力最强,两次预测力第二；其次是有恒性,在八项预测中均出现,概率为百分之百,可见有恒性这一品质在师范生适应中的重要意义；角色认同的预测力居于第三位。
[Abstract]:The development and progress of education depends on the contribution of a large number of high-quality teachers. To improve teachers' quality, we should start with the cultivation of normal students, and the psychological quality of normal school students is the core problem, and school adaptation is its external manifestation. The purpose of this study is to understand the psychological quality of normal school students and the current situation of school adaptation, and to understand the predictive effect of normal college students' psychological quality on their school adaptation, so as to provide some theoretical basis for promoting the school adaptation of normal school students. In this study, 559 effective subjects were selected from two universities of Shandong normal University and Hebei normal University. The research tools used in this study are two questionnaires: normal college students' psychological quality evaluation scale and college students' adaptability scale (CSAI). This paper discusses the psychological quality of normal school students, the demographic characteristics of school adaptation and the relationship between them. The main conclusions are as follows: 1. The psychological quality of normal college students is in the middle level, the score of self-monitoring dimension is the highest, and the score of objectivity dimension is the lowest; The school adaptation is at the middle level, the living adaptability is the highest, and the environmental identity is the lowest. (2) among the nine dimensions of psychological quality of normal school students, there are significant differences in responsibility, creativity and non-power between the sexes, the sense of educational efficacy in specialty, and the difference in creativity in urban and rural areas. In the seven dimensions of school adaptation, the scores of the other six dimensions are all lower than that of the female students, except the scores of the male students' occupational adaptability are higher than that of the female students, and the scores of the seven dimensions of liberal arts students are all higher than those of the students of science, and there are significant differences in the professional adaptability between them. The scores of the other six dimensions of rural students are lower than those of urban students except that of urban students, and there are significant differences in interpersonal adaptability and role adaptability between urban and rural areas. Sophomore students had the lowest scores in almost all dimensions, and there were significant differences with the other three grades in the overall environmental identity. 3. There was a significant positive correlation between the psychological quality of normal school students and each dimension (except sense of responsibility), school adaptation and each dimension. 4. The five dimensions of achievement motivation, consistency, self-monitoring, non-power and role identity in the psychological quality of normal school students can positively predict the school's adaptation to the overall situation; The five dimensions of achievement motivation, consistency, self-monitoring, non-power and role identity of psychological quality have positive predictive effect on learning adaptability. The six dimensions of consistency, achievement motivation, self-monitoring, non-power, role identity and objectivity have positive predictive effects on interpersonal adaptability. Achievement motivation, educational efficacy, persistence and creativity have positive predictive effects on role adaptability, achievement motivation, role identity, consistency and self-monitoring have positive predictive effects on career adaptability. The four dimensions of educational efficacy, achievement motivation, non-power and permanence can positively predict the adaptability of life, the three dimensions of role identity, objectivity and consistency have positive predictive effects on the overall identity of the environment. The four dimensions of consistency, objectivity, achievement motivation and role identity can positively predict the performance of physical and mental symptoms. Among all the predictions, achievement motivation had the strongest predictive power, and appeared seven times in the eight forecasts, four of which was the strongest, and the second was twice. The second is the existence of consistency, which appears in all the eight predictions, and the probability is 100%, which shows that the quality of consistency is of great significance in the adaptation of normal school students, and the predictive power of role identity is in the third place.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2

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