初中生父母学业期望与自我学业期望的互动过程及其影响

发布时间：2018-02-25 20:36

本文关键词： 初中生父母学业期望自我学业期望初中生知觉到的父母学业期望父母知觉到的初中生自我学业期望学业自我效能感学习动机　出处：《山西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：父母学业期望与自我学业期望是在父母与孩子的互动过程中形成的，父母学业期望与自我学业期望的良好互动是发挥期望效应的基础。因此，本研究以初中生及其父母为研究对象，运用问卷法研究初中生父母学业期望与自我学业期望之间的互动过程，并探讨互动过程中父母学业期望和自我学业期望对初中生学业自我效能感和学习动机的影响。研究结果如下： (1)父亲和母亲对初中生的学业期望差异不显著，父亲和母亲知觉到的初中生自我学业期望差异也不显著。 (2)初中生父母学业期望、自我学业期望、父母知觉到的初中生自我学业期望、初中生知觉到的父母学业期望在学生性别、年级上的差异显著，女生高于男生，，初一、初二高于初三，在父母学历、职业、家庭收入上的差异不显著，但在教育投入上的差异显著，教育投入5000元以上的显著高于教育投入5000元以下的。 (3)初中生父母学业期望与自我学业期望的互动不平等。 ①初中生知觉到的父母学业期望显著高于父母学业期望。父母知觉到的初中生自我学业期望显著低于初中生自我学业期望。 ②初中生知觉到的父母学业期望与初中生自我学业期望的联系非常紧密。父母知觉到的初中生自我学业期望与初中生父母学业期望的联系比较紧密。初中生自我学业期望与父母知觉到的初中生自我学业期望、初中生父母学业期望与初中生知觉到的父母学业期望的联系紧密。 ③初中生知觉到的父母学业期望对初中生自我学业期望的影响非常大。父母知觉到的初中生自我学业期望对初中生父母学业期望的影响比较大。初中生父母学业期望对初中生知觉到的父母学业期望的影响和初中生自我学业期望对父母知觉到初中生自我学业期望的影响比较小。（4）初中生父母学业期望、自我学业期望、父母知觉到的初中生自我学业期望、初中生知觉到的父母学业期望与学业自我效能感、学习动机呈显著正相关。在维度上，四种不同类型的学业期望与学习能力效能感呈显著正相关，与学习行为效能感相关不显著。学业自我效能感与学习动机呈显著正相关。（5）初中生自我学业期望，既对初中生学业自我效能感和学习动机有直接效应，又以学业自我效能感为中介，间接影响学习动机。父母学业期望不能直接影响初中生的学业自我效能感和学习动机，只能通过在互动过程中影响初中生的自我学业期望来间接影响初中生的学业自我效能感和学习动机。
[Abstract]:Parents' academic expectation and self-academic expectation are formed in the process of parent-child interaction. Good interaction between parents' academic expectation and self-academic expectation is the basis of exerting expectation effect. In this study, junior high school students and their parents as the research object, using the questionnaire method to study junior high school students' parents' academic expectations and self-academic expectations of the interactive process. The effects of parents' academic expectations and self-academic expectations on junior high school students' academic self-efficacy and learning motivation are also discussed. The results are as follows:. 1) there was no significant difference between father and mother in academic expectation of junior high school students, and there was no significant difference in self-academic expectation of junior high school students perceived by father and mother. 2) Junior high school students' parents' academic expectation, self-academic expectation, parents' perceived self-academic expectation of junior high school students, junior high school students' perceived parents' academic expectations were significantly different in gender, grade, female students were higher than boys, junior high school students. The difference in parents' education, occupation and family income is not significant, but the difference in education investment is significant. The education investment of more than 5000 yuan is significantly higher than that of education investment below 5,000 yuan. 3) the interaction between parents' academic expectation and self-academic expectation is not equal. (1) the perceived academic expectation of parents was significantly higher than that of their parents, and the self-academic expectation of junior high school students perceived by parents was significantly lower than that of junior high school students. (2) the relationship between perceived parents' academic expectation and junior high school students' self-academic expectation is very close, the relationship between parents' perceived self-academic expectation and junior high school students' parents' academic expectation is very close. Academic expectation and self-academic expectation of junior high school students perceived by their parents, Junior high school students' parents' academic expectations are closely related to their perceived academic expectations. 3 the effect of perceived parental academic expectation on junior high school students' self-academic expectation is very great, and the influence of parents' perceived self-academic expectation on junior high school students' parents' academic expectation is greater than that of junior high school students' parents' academic expectation. The influence of expectation on perceived parents' academic expectation and junior high school students' self-academic expectation on junior high school students' perceived self-academic expectation is relatively small. 4) parents' academic expectation, self-academic expectation, perceived self-academic expectation of junior high school students, perceived parental academic expectation of junior high school students and academic self-efficacy and learning motivation of junior high school students were positively correlated. Four different types of academic expectation were significantly positively correlated with learning ability efficacy, but not significantly correlated with learning behavior efficacy, while academic self-efficacy was significantly positively correlated with learning motivation. (5) the self-academic expectation of junior high school students has direct effect on academic self-efficacy and learning motivation of junior high school students, and it is mediated by academic self-efficacy. Parents' academic expectation can not directly affect the academic self-efficacy and learning motivation of junior high school students. It is only by influencing junior high school students' self-academic expectation in the process of interaction that the junior high school students' academic self-efficacy and learning motivation can be indirectly affected.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：B844.2

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