高中复读生成就动机、应对方式与主观幸福感的关系研究

发布时间：2018-01-15 11:51

  本文关键词：高中复读生成就动机、应对方式与主观幸福感的关系研究　出处：《河北大学》2016年硕士论文　论文类型：学位论文

  更多相关文章： 成就动机 应对方式 主观幸福感 复读生

【摘要】：主观幸福感代表着个体对自己各方面满意度的综合性评价,近年来越发受到研究者的重视。高中复读生作为一个特殊的群体,面对来自自我及外界的各种压力,其幸福感堪忧,许多复读生因为承受不住压力而屡屡酿成悲剧。然而,同样面临较大的压力,有的复读生却能够化压力为动力,积极调整自己的应对方式,积极面对,保持平静愉悦的心态面对高考,达到较好的适应水平。本研究选取350名高中复读生和同一所学校的350名应届高三学生作为研究对象,通过问卷法进行研究,采用t检验、方差分析、相关分析以及中介效应分析等研究方法对数据进行整理分析,结合先前的研究成果,探究高中复读生的成就动机、应对方式与主观幸福感之间的路径关系,为提高复读生的主观幸福感寻求有效方法。最终,得出如下结论:(1)应届生和复读生在成就动机、应对方式及主观幸福感上差异显著。复读生追求成功的动机及避免失败的动机均高于应届生,较多使用自责的应对方式而较少使用求助的应对方式,友谊满意度、自由满意度、环境满意度、积极情感及生活满意度总分均低于应届生。(2)高中复读生的成就动机、应对方式及主观幸福感在性别、生源地、是否独生、文理分科、高考成绩等变量上存在显著差异。(3)复读生及应届生的成就动机、应对方式和主观幸福感两两之间相关关系显著。追求成功的动机与积极应对呈正相关,与消极应对呈负相关,与主观幸福感呈正相关;避免失败的动机与积极应对呈负相关,与消极应对呈正相关,与主观幸福感呈负相关;主观幸福感与积极应对呈正相关与消极应对呈负相关。(4)高中复读生及应届高中生的应对方式对成就动机和主观幸福感的中介效应显著。(5)高中复读生与应届高三学生成就动机、应对方式及主观幸福感的路径关系略有不同。对于复读生,积极的应对方式在追求成功的动机与主观幸福感的关系中起部分中介作用,在避免失败的动机与主观幸福感的关系中起完全中介作用;消极的应对方式在追求成功的动机与主观幸福感的关系中起部分中介作用,在避免失败的动机与主观幸福感的关系中起完全中介作用。对于应届生,积极的应对方式在追求成功的动机及避免失败的动机与主观幸福感的关系均中起完全中介作用;消极的应对方式在追求成功的动机与主观幸福感的关系中起完全中介作用。
[Abstract]:Subjective well-being represents a comprehensive evaluation of individual satisfaction with their own aspects, in recent years more and more attention has been paid by researchers. As a special group, senior high school repeat students face various pressures from themselves and the outside world. Its happiness is worrying, many repeat students because they can not bear the pressure and often lead to tragedy. However, also faced with greater pressure, some repeat students are able to change the pressure into motivation, and actively adjust their own coping style. Positive face, maintain a calm and pleasant attitude in the face of the college entrance examination, to achieve a better level of adaptation. This study selected 350 high school repeat students and the same school 350 students in senior high school as the research object. Through the questionnaire research, using t-test, analysis of variance, correlation analysis and intermediary effect analysis and other research methods to collate and analyze the data, combined with previous research results. Explore the high school repeat students' achievement motivation, coping style and subjective well-being between the path relationship, in order to improve the subjective well-being of repeat students to find an effective way. Finally. The conclusion is as follows: 1) there are significant differences in achievement motivation, coping style and subjective well-being between fresh graduates and repeat students. The motivation of rereading students to pursue success and avoid failure is higher than that of fresh graduates. More use of self-reproach coping style and less use of help-seeking coping style, friendship satisfaction, freedom satisfaction, environmental satisfaction. The total scores of positive emotion and life satisfaction were lower than those of fresh graduates. 2) the achievement motivation, coping style and subjective well-being of senior high school students were lower than those of fresh graduates. There are significant differences in the scores of college entrance examination and other variables. 3) the achievement motivation, coping style and subjective well-being of repeat students and new graduates are significantly correlated. The motivation to pursue success is positively correlated with positive coping. Negative correlation with negative coping and positive correlation with subjective well-being; The motivation to avoid failure is negatively correlated with positive coping, positive correlation with negative coping, and negative correlation with subjective well-being. The positive correlation between subjective well-being and positive coping is negatively correlated with negative coping. (4) the intermediate effect of coping style on achievement motivation and subjective well-being of secondary school students and current high school students is significant (5). High school repeat students and high school students' achievement motivation. The relationship between coping style and subjective well-being is slightly different. For repeat students, positive coping style plays a part of intermediary role in the relationship between the pursuit of success motivation and subjective well-being. It plays a completely mediating role in the relationship between the motivation to avoid failure and subjective well-being; Negative coping styles play an intermediary role in the relationship between success motivation and subjective well-being, and in the relationship between failure motivation and subjective well-being. The positive coping style plays a full intermediary role in the relationship between the motivation for success and the motivation for avoiding failure and subjective well-being. Negative coping styles play a completely mediating role in the relationship between motivation for success and subjective well-being.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B844.2
，

本文编号：1428220