中学生未来时间洞察力、学业自我效能感与学业成绩之间的关系研究

发布时间：2018-04-18 01:37

本文选题：中学生 + 未来时间洞察力　；参考：《扬州大学》2017年硕士论文

【摘要】：未来时间洞察力是指个体对未来时间的认知、体验和行动倾向的一种稳定的人格特质,已有研究表明未来时间洞察力与学业成绩显著相关。学业自我效能感是自我效能感在学业领域的具体化,是个体对自己是否有能力完成学业任务的主观评价,前人研究表明学业自我效能感与学业成绩显著相关。为了探究中学生未来时间洞察力、学业自我效能感和学业成绩三者之间的关系,本研究以青少年未来时间洞察力问卷、学业自我效能感问卷两个问卷为测量工具,在齐河一中(高中),齐河三中(初中)两所学校,采用整群随机抽样选取研究对象,共发放问卷500份,其中回收有效问卷420份。利用SPSS软件对数据进行分析,研究结果得:1.中学生未来时间洞察力和学业自我效能感得分处于中等水平偏上,说明中学生有着较好的未来时间洞察力和学业自我效能感。2.不同性别的中学生在未来消极和未来积极维度上得分存在显著差异;高中生和初中生在未来消极、未来迷茫、未来坚持和未来清晰维度上得分存在显著差异;初中生学业自我效能感得分显著高于高中生;独生子女学业自我效能感得分显著高于非独生子女。3.未来坚持、未来清晰与学业成绩存在显著正相关,未来消极、未来迷茫与学业成绩存在显著负相关。未来时间洞察力中的未来消极维度显著负向预测学业成绩,未来坚持维度可以显著正向预测学业成绩。4.中学生学业自我效能感与学业成绩存在显著正相关。学业自我效能感在未来消极与学业成绩之间起不完全中介效应,学业自我效能感在未来坚持和学业成绩之间起完全中介效应;学习能力自我效能感在未来坚持与学业成绩之间起完全中介效应,学习能力自我效能感在未来消极和学业成绩之间起完全中介效应。研究结论:1.中学生有着较好的未来时间洞察力和学业自我效能感。2.与男生相比,女生对未来有更高的积极情绪体验和更低的消极情绪体验。3.与高中生相比,初中生对未来有着更少的消极情感体验和迷茫,在未来行动中更加具有坚持性,对未来有更加清晰的认识;与高中生相比,初中生有着更高的学业自我效能感。4.与非独生子女相比,独生子女有着更高的学业自我效能感。
[Abstract]:Future time perspective is a stable personality trait of individual cognition, experience and action tendency of future time, which has been shown to be significantly correlated with academic achievement.Academic self-efficacy is the embodiment of self-efficacy in academic field. It is a subjective evaluation of one's ability to accomplish academic tasks. Previous studies have shown that academic self-efficacy is significantly related to academic achievement.In order to explore the relationship among the future time perspective, academic self-efficacy and academic achievement of middle school students, this study used two questionnaires: the Youth Future time Insight questionnaire and the academic Self-efficacy questionnaire.In the first middle school (senior middle school) and the third middle school (junior high school), 500 questionnaires were sent out, and 420 valid questionnaires were collected.Using SPSS software to analyze the data, the result of the study is 1: 1.The scores of future time insight and academic self-efficacy of middle school students were higher than those of middle school students, indicating that middle school students had better future time insight and academic self-efficacy.High school students and junior high school students have significant differences in future negative, future confusion, future persistence and future clear dimensions.The score of academic self-efficacy of junior high school students was significantly higher than that of high school students, and that of one-child students was significantly higher than that of non-one-child students. 3.In the future, there is a significant positive correlation between future clarity and academic achievement, a negative future, and a significant negative correlation between future confusion and academic achievement.The future negative dimension in future time perspective can predict the academic achievement negatively, while the future persistence dimension can significantly predict the academic achievement. 4.There was a significant positive correlation between academic self-efficacy and academic achievement of middle school students.Academic self-efficacy has an incomplete intermediary effect between future negativity and academic achievement, while academic self-efficacy plays a complete intermediary effect between future persistence and academic achievement.Self-efficacy of learning ability plays a complete intermediary effect between future persistence and academic achievement, while self-efficacy of learning ability plays a complete intermediary effect between future negative and academic achievement.Conclusion: 1.Middle school students have better future time insight and academic self-efficacy. 2.Compared with boys, girls have higher positive emotional experience and lower negative emotional experience. 3.Compared with high school students, junior high school students have less negative emotional experience and confusion in the future, more persevering in future actions and clearer understanding of the future; compared with high school students, junior high school students have a higher sense of academic self-efficacy. 4.Compared with non-only children, only children have a higher sense of academic self-efficacy.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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