中学生学校归属感、人格特质与学业成绩的关系研究
发布时间：2019-04-24 05:43
【摘要】：中学生目前是普遍受社会各界关注的群体,他们处在生长发育的高峰期和转折期,此时的很多发展变化对他们以后的生活学习都会产生很大的影响,所以本文选择中学生这个群体进行研究。他们不仅在身体上发展,心理上也会有很多的发展和需求,根据马斯洛的需要层次理论可知,“爱与归属的需要”是人们在发展过程中比较重要的一个需要层次,而对于中学生而言,他们更多的将这种需要体现在一种对学校的归属感上,良好的学校归属感可以降低学生的辍学、逃课等不良行为,并且结合研究这个时期的中学生的人格发展特点,以期研究对这个时期中学生现阶段学习成绩的影响,这对其以后的生活和学习都是非常有用的。 本文的土要研究目的在于探讨中学生学校归属感、人格特质的状况,以及学校归属感、人格特质与学业成绩的关系。本研究采用学校归属感量表(PSSM中文版)和中学生人格五因素问卷调查了咸阳市两所中,学,三个年级、9个班级、共计467名初中生,通过相关分析、多元方差分析、多元回归分析的统计方法进行分析,得到如下结论： (1)现在的中学生具有良好的学校归属感,其归属感在年级和性别以及年级和性别的交互作用中都没有显著的统计学意义,即说明不同年级和性别在学校归属感上表现相似； (2)中学生人格特质的宜人性在性别因素上存在显著差异,即男生和女生的宜人性有很大的不同,且女生明显高于男生,年级因素对外向性和谨慎性有很显著的影响,其他维度与年级不具有统计学意义；在外向性方面,年级的不同对外向性产生很大的影响,初一和初二分别都与初三差异显著,且初一大于初三,初二大于初三,但初一与初二并没有显著差异,说明初三的学生在外向性上的得分偏低；在谨慎性方面,只有初一与初三差异显著,且初一大于初三,而其他两个年级之间没有显著差异,说明初一与初三的学生在谨慎性方面有很大的不同,并且性别和年级的交互作用对人格特质没有影响； (3)学校归属感与学业成绩存在很高的正相关,并且学校归属感对学业成绩有正向的预测作用,也就是说归属感越高的学生,他们的学业成绩就越高； (4)人格特质中的宜人性、情绪性和开放性与学业成绩显著相关,其中宜人性和情绪性对学业成绩有预测作用,即就是说宜人性越高的学生,他们的学业成绩就越高；情绪性越低的学生,他们的学业成绩也越高； (5)学校归属感在人格特质和学业成绩中起完全中介的作用,即就是人格特质在影响学业成绩的时候是完全通过学校归属感来实现的。
[Abstract]:At present, middle school students are generally concerned about groups from all walks of life, they are in the peak of growth and development and transition period, at this time a lot of development and change will have a great impact on their future life and learning. So this article chooses the middle school student this group to carry on the research. They will not only develop physically, but also have a lot of development and needs. According to Maslow's theory of hierarchy of needs, "the need for love and belonging" is a more important level of need for people in the process of development. And for middle school students, they more often embody this need in a sense of belonging to the school. A good sense of belonging can reduce students' bad behaviors such as dropping out of school, truancy, and so on. Combined with the study of the personality development characteristics of the middle school students in this period, it is expected to study the influence of this period on the present academic achievement of the middle school students, which is very useful for the future life and study of the middle school students. The purpose of this paper is to explore the relationship between school belonging, personality traits, school belonging, personality traits and academic achievement of middle school students. In this study, a total of 467 junior middle school students in Xianyang city were investigated by the School belonging perception scale (PSSM Chinese version) and the questionnaire of five factors of middle school students' personality, through correlation analysis, multivariate analysis of variance, and a total of 467 junior high school students in two middle schools, three grades and nine classes in Xianyang City. Through the statistical analysis of multivariate regression analysis, the following conclusions are drawn: (1) Middle school students have a good sense of belonging to the school. The sense of belonging has no significant statistical significance in grade and gender and the interaction between grade and gender, that is to say, different grades and gender are similar in the sense of belonging to school. (2) there are significant differences in gender factors in personality suitability of middle school students, that is, there are great differences between boys and girls, and girls are significantly higher than boys. Grade factors have a significant impact on extroversion and caution, while other dimensions have no statistical significance with grade; In the aspect of extroversion, different grades have a great influence on extroversion. There are significant differences between the first and second years of junior high school and the third year of junior high school, and the first year of junior high school is greater than the third year of junior high school and the second year of junior high school is greater than the third year of junior high school. It shows that the students in the third year of junior high school have a low score on extroversion; In terms of prudence, only the first and third grades of junior high school are significantly different, and the first year of junior high school is larger than that of the third grade of junior high school, but there is no significant difference between the other two grades, indicating that the students of the first year of junior high school and the third grade of junior high school have great differences in prudence. The interaction between gender and grade had no effect on personality traits. (3) there is a high positive correlation between school belonging and academic achievement, and the sense of belonging has a positive predictive effect on academic achievement, that is, the higher the sense of belonging, the higher their academic achievement; (4) the personality traits such as agreeableness, emotion and openness are significantly related to academic achievement. Among them, agreeableness and emotion have a predictive effect on academic achievement, that is, the higher the personality, the higher the students' academic achievement. The higher their academic achievement; The less emotional the students, the higher their academic achievement; (5) School belonging plays a completely intermediary role in personality trait and academic achievement, that is, personality trait is realized completely through school belonging when it affects academic achievement.
【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
本文编号：2464151
[Abstract]:At present, middle school students are generally concerned about groups from all walks of life, they are in the peak of growth and development and transition period, at this time a lot of development and change will have a great impact on their future life and learning. So this article chooses the middle school student this group to carry on the research. They will not only develop physically, but also have a lot of development and needs. According to Maslow's theory of hierarchy of needs, "the need for love and belonging" is a more important level of need for people in the process of development. And for middle school students, they more often embody this need in a sense of belonging to the school. A good sense of belonging can reduce students' bad behaviors such as dropping out of school, truancy, and so on. Combined with the study of the personality development characteristics of the middle school students in this period, it is expected to study the influence of this period on the present academic achievement of the middle school students, which is very useful for the future life and study of the middle school students. The purpose of this paper is to explore the relationship between school belonging, personality traits, school belonging, personality traits and academic achievement of middle school students. In this study, a total of 467 junior middle school students in Xianyang city were investigated by the School belonging perception scale (PSSM Chinese version) and the questionnaire of five factors of middle school students' personality, through correlation analysis, multivariate analysis of variance, and a total of 467 junior high school students in two middle schools, three grades and nine classes in Xianyang City. Through the statistical analysis of multivariate regression analysis, the following conclusions are drawn: (1) Middle school students have a good sense of belonging to the school. The sense of belonging has no significant statistical significance in grade and gender and the interaction between grade and gender, that is to say, different grades and gender are similar in the sense of belonging to school. (2) there are significant differences in gender factors in personality suitability of middle school students, that is, there are great differences between boys and girls, and girls are significantly higher than boys. Grade factors have a significant impact on extroversion and caution, while other dimensions have no statistical significance with grade; In the aspect of extroversion, different grades have a great influence on extroversion. There are significant differences between the first and second years of junior high school and the third year of junior high school, and the first year of junior high school is greater than the third year of junior high school and the second year of junior high school is greater than the third year of junior high school. It shows that the students in the third year of junior high school have a low score on extroversion; In terms of prudence, only the first and third grades of junior high school are significantly different, and the first year of junior high school is larger than that of the third grade of junior high school, but there is no significant difference between the other two grades, indicating that the students of the first year of junior high school and the third grade of junior high school have great differences in prudence. The interaction between gender and grade had no effect on personality traits. (3) there is a high positive correlation between school belonging and academic achievement, and the sense of belonging has a positive predictive effect on academic achievement, that is, the higher the sense of belonging, the higher their academic achievement; (4) the personality traits such as agreeableness, emotion and openness are significantly related to academic achievement. Among them, agreeableness and emotion have a predictive effect on academic achievement, that is, the higher the personality, the higher the students' academic achievement. The higher their academic achievement; The less emotional the students, the higher their academic achievement; (5) School belonging plays a completely intermediary role in personality trait and academic achievement, that is, personality trait is realized completely through school belonging when it affects academic achievement.
【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
【引证文献】
相关博士学位论文 前1条
1 金庆英;大学生学校归属感的理论与实证研究[D];吉林大学;2012年
相关硕士学位论文 前2条
1 张晓兰;初中生学校归属感、自我效能感与学业成绩的关系研究[D];陕西师范大学;2012年
2 李琳;体校生学校归属感、人际关系和生活满意度的关系的研究[D];河北师范大学;2013年
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