中职学生学业韧性及其与学业自我的关系研究

发布时间：2018-02-28 16:22

本文关键词： 中等职业学校学生(中职生) 学业韧性内隐学业自我外显学业自我　出处：《西南大学》2013年硕士论文　论文类型：学位论文

【摘要】：学业韧性是指学生在经历学业困境时,个体有效发挥个人心理特质的优势和利用身边的资源应对学业困境,并取得良好学业成就的过程。每个学生学业韧性水平不同,所以面对相同的学业困境,有的学生屡战屡败,轻言放弃,被挫折与困境击溃；有的学生却可以屡败屡战,不懈努力,面对困境勇往直前。研究者将后者称为高学业韧性水平个体。在中学生群体中存在着一个相对特殊的群体——中等职业学校学生(中职生),他们相较普通高中生而言经历着更多的学业困境。由于各种必要知识的缺漏,大多数中职生知识结构不良；读、写、算、思维等学习基本能力较弱；思维发展多处在“中等”或“中下”水平。知识基础薄弱、学习能力欠佳、学习兴趣缺乏、学习习惯不良使中职生与普高生相比学业成绩存在着较大的差距。这样一个学生群体除了要面对青春期带来的烦恼以及课业的压力以外,还承受着社会刻板印象给予他们的不公平境遇。但这样的学生群体中仍不乏高学业韧性的个体。随着研究的深入,大量研究表明学业自我概念(学业自我)是学生应对学业困境时一个重要的影响因素。积极的学业自我概念能够帮助学生应对学业困境。因此,本研究假设学业韧性与学业自我之间密切相关,积极的学业自我概念对青少年的学习动机、学习兴趣、学业情绪、目标专注、自我效能感起着积极的作用,勾勒出学生积极的认知与行为模式,从而决定着学生学业困境的应对结果。本研究在借鉴国内外己有研究成果的基础上,综合运用文献分析、问卷调查、实验研究等研究方法主要进行了以下研究。首先,是中职生学业韧性的实证研究。该部分的研究内容可分为三个小部分：一是对杨欣(2010)编制的学业韧性问卷进行修编,以此为本研究的基础；二是对我国中职生学业韧性的发展特点进行实证研究,分析不同人口学变量之间中职生学业韧性的差异；三是将中职生学业韧性与普通高中生学业韧性的发展特点进行对比。其次,是中职生学业自我的实证研究部分。该部分的研究内容可分为以下三个小部分：一是对中职生外显学业自我的实证研究；二是对中职生内隐学业自我的实证研究；三是对中职生外显学业自我与内隐学业自我的关系研究。再次,是对中职生学业韧性与外显学业自我、内隐学业自我之间关系的实证研究部分。该部分的研究内容可以被分为以下三个小部分：一是中职生外显学业自我、内隐学业自我与学业韧性及其各维度的相关分析；第二是不同学业韧性水平及不同性别中职生的内隐学业自我与外显学业自我的关系研究；第三是研究内隐学业自我、外显学业自我与学业韧性之间的关系研究。通过本研究,主要得到如下主要结论 1.运用修编后的《中学生学业韧性问卷》对中等职业学校学生的学业韧性进行测量。结果显示我国中职生学业韧性发展处于中等偏上水平,但各维度的发展水平不平衡。中职生学业韧性的发展在性别、年级、生源地、专业、家庭结构和是否独生子女等变量上存在显著的差异。 2.普通高中学生与中等职业学校学生的学业韧性总分及各维度上均存在显著差异。 3.不同性别、不同学业韧性水平的中职生的一般学业自我概念总分及各维度得分存在显著差异。 4.中职生的内隐学业自我效应普遍存在,且不同学业韧性水平、不同性别中职生的内隐学业自我差异不显著。 5.研究证实中职生学业自我概念存在外显学业自我、内隐学业自我双重结构。 6.同学业韧性水平中职生的内隐与外显学业自我的分离差值存在显著差异,不同性别中职生的内隐与外显学业自我分离差值差异不显著,但女性的内隐学业自我稍高于外显学业自我,而男性的外显学业自我高于内隐学业自我。 7.外显学业自我与学业韧性总分及各维度得分呈显著正相关；内隐学业自我与学业韧性总分及各维度得分均无显著相关；内隐学业自我和外显学业自我的分离差值与学业韧性总分及各维度得分呈显著负相关。 8.不同性别中职生的内隐学业自我与学业韧性的关系不同。具体表现为：男性中职生的内隐学业自我与学业韧性的学业延迟满足维度相关不显著,而女性中职生内隐学业自我与学业韧性的学业延迟满足维度成显著正相关。 9.中职生外显学业自我除直接影响学业韧性之外,还通过影响内隐学业自我间接影响学业韧性。
[Abstract]:The academic resilience refers to the students in academic difficulties, individual effective personal psychological characteristics and the use of resources to deal with the academic difficulties around, and achieved good academic achievement. Each student has their own academic resilience level, so in the face of the same academic predicament, some students talk, give up, been overwhelmed by the frustration and difficulties; some students can keep on fighting, unremitting efforts, in the face of difficulties ahead. The researchers called the latter high academic resilience level of the individual.
In the middle school students are a special group of students in secondary occupation school (vocational school), they compared to the ordinary high school students experienced more academic predicament. Because of all kinds of necessary knowledge gaps, most vocational students' knowledge structure bad; read, write, and learn the basic thinking ability; thinking of development in the "medium" or "lower" level. The weak foundation of knowledge, learning ability is poor, lack of learning interest, learning habits to secondary vocational school students and high school students in grades there is a big gap. Such a group of students in addition to facing troubles bring by adolescence and the pressure of schoolwork, but also bear the social stereotype the impression given unfair situation for them. But such students still lack of high academic resilience of individuals. With the in-depth study, a large number of studies show that the academic self-concept Read (academicself) is the students academic difficulties is an important factor. The positive academic self-concept can help students deal with academic difficulties. Therefore, the research hypothesis between academic resilience and academic self-concept is closely related to the positive academic self-concept of adolescents' learning motivation, learning interest, academic emotions, focused. Self efficacy plays a positive role, outline the cognition and the behavior model of students, which determines the students'coping results of academic difficulties.
Based on the existing research results both at home and abroad, this study mainly applied the methods of literature analysis, questionnaire survey and experimental research.
First of all, is an empirical study on the academic resilience of secondary vocational students. This part can be divided into three parts: one is to Yang Xin (2010) the revision of the academic resilience questionnaire, on the basis of the research; the two is the empirical research on the development characteristics of China's Vocational Students academic resilience, academic analysis the toughness of Vocational Students' differences between different demographic variables; the three is the development characteristics of vocational students academic resilience and academic resilience of senior high school students were compared.
Secondly, is the empirical part of secondary vocational school student's academic self-concept. This part can be divided into the following three parts: one is to the student's explicit academic empirical research of self; two is the empirical research on Vocational Students' implicit academic self-concept; the three is on the students' explicit academic study of the relationship between self I and the implicit academic self-concept.
Again, is the academic students toughness and the explicit academic self-concept, empirical research of the relationship between implicit academic self-concept. The research contents of this part can be divided into the following three parts: one is the explicit academic self-concept, implicit academic self-concept and academic resilience and its dimensions of correlation analysis; second is the implicit academic different academic resilience level and different gender of the secondary vocational school students academic self-concept and the explicit relationship between self; third is to study the implicit academic self-concept, academic self-concept and academic resilience study on the relationship between explicit.
Through this study, the main conclusions are as follows
1. using the revised questionnaire > < the academic resilience of academic resilience of medium occupation school students were measured. The results show that China's Vocational Students' academic resilience development is in the medium level, but the level of development of various dimensions of development is not balanced. The academic resilience of vocational students in gender, grade, professional, students, family structure and if there is a significant difference between only child and other variables.
2. there are significant differences in the total scores and dimensions of the academic resilience of the students from the ordinary high school and the secondary vocational school.
3. there are significant differences in the general academic self-concept score and the scores of the various dimensions of the secondary vocational students with different gender and different academic resilience.
4. the secondary vocational students' implicit academic self effect is common, and the different academic resilience level, the different gender secondary vocational students' implicit academic self difference is not significant.
5. the study confirmed that the academic self-concept of secondary vocational school students showed their academic self and the double structure of implicit academic self.
Implicit and 6. students outside the industry toughness levels of the secondary vocational school students have significant difference in explicit self learning, implicit and explicit gender different vocational students' academic self separation difference was not significant, but the implicit academic self-concept is slightly higher than the female's explicit academic self-concept, and men's explicit academic self-concept than implicit academic self.
7. explicit academic self-concept and academic resilience scores and the scores showed a significant positive correlation; the implicit academic self-concept and academic resilience scores and the scores were not significantly correlated; the implicit academic self-concept and the explicit academic self-concept of the separation of difference and academic resilience score and each dimension score was negatively correlated.
8. different gender of the secondary vocational school students implicit academic self-concept and the relationship between different academic resilience. Specific performance: the implicit academic male vocational students self and academic resilience of academic delay of gratification dimension correlation is not significant, while the female vocational students' implicit academic self-concept and academic resilience of academic delay of gratification dimension was positively correlated.
9. secondary vocational school students have a direct impact on academic resilience and indirect impact on academic resilience by influencing implicit academic self.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.5;G442

【参考文献】