青少年未来取向发展趋势及其与学校投入、学业成绩的关系

发布时间：2018-04-19 21:45

本文选题：青少年 + 未来取向　；参考：《东北师范大学》2017年硕士论文

【摘要】：未来取向是指个体对于未来的思考和规划。研究表明,未来取向的发展因年龄、性别、种族和文化等外部环境的差异而不同。为了能更客观、准确地考察中国文化背景下青少年未来取向发展状况,本研究采用三种方法对小学生、初中生、高中生和大学生进行测试,即未来取向问卷、内容评定法、行为测试法。行为测试法采用的延迟折扣任务,该任务范式测量被试是否能为了未来更大的奖励而放弃当下的奖励。延迟折扣率越小说明个体越看重未来,未来取向水平越高;延迟折扣越大说明个体越看重当下,未来取向水平越低,因此本研究将延迟折扣的大小作为衡量未来取向水平高低的一个指标。本研究旨在比较三种测量方法的优缺点,试图提出一种较为客观、有效测量未来取向的方法;同时探究未来取向与学校投入、学业成绩的关系。研究结果如下:(1)问卷法测量发现,青少年未来取向发展存在年级差异,但不存在性别差异。小学生得分显著高于初中生和高中生,大学生得分显著高于高中生,初中生与高中生得分无差异。该结果表明小学生与大学生未来取向水平最高,其次是初中生,高中生未来取向水平最低。(2)内容评定法测量发现,青少年未来取向发展存在年级差异,且存在性别差异。小学生得分显著低于初中生、高中生和大学生;大学生得分显著高于小学生、初中生和高中生;初中生和高中生得分无差异。女生未来取向得分显著高于男生。该结果表明大学生未来取向水平最高,其次是初中生和高中生,小学生未来取向水平最低。(3)行为测试法测量发现,青少年未来取向发展存在年级差异,但不存在性别差异。小学生的延迟能力显著低于初中生、大学生,与高中生的差异边缘显著,大学生延迟能力显著高于小学生,但与初中生、高中生差异不显著。该结果表明小学生未来取向水平最低,其次是初中生和高中生,大学生未来取向水平最高。(4)相关分析结果表明,问卷法测量的未来取向在各年级中,都与学校投入呈显著正相关,但与学业成绩相关不显著;内容评定法测量的未来取向在小学生、初中生中,与学校投入、学业成绩都呈显著正相关;在大学生中,只与学校投入呈显著正相关;行为测试法测量的未来取向在小学生中,与学校投入和学业成绩呈显著正相关,与初中生、大学生的学业成绩呈正相关。说明问卷法与主观的评价指标学校投入相关,行为测量与客观的评价指标学业成绩相关,而内容评定法兼顾两者的特点,与主客观两种学业评价指标均相关。本研究采用的三种测量方法相比较来看,内容评定法更为有效地测量出青少年的未来取向水平随年龄增加而提高的趋势,未来取向水平越高,学校投入越多,学业成绩越好。
[Abstract]:The future orientation refers to the individual's thinking and planning for the future. The research shows that the development of future orientation varies with age, sex, race and culture. In order to investigate more objectively and accurately the development of adolescents' future orientation in Chinese cultural background, this study uses three methods to test the future orientation of primary school students, junior high school students, high school students and college students, that is, the questionnaire of future orientation and the method of content evaluation. Behavioral testing. The delay-discount task used in behavioral testing, which measures whether participants can give up the present reward for greater rewards in the future. The lower the delayed discount rate is, the higher the future orientation level is, and the higher the delay discount rate is, the lower the future orientation level is. Therefore, the delay-discount is used as an index to measure the level of future orientation. The purpose of this study is to compare the advantages and disadvantages of the three measurement methods, and to propose a more objective and effective method to measure the future orientation, and at the same time to explore the relationship between the future orientation and school input and academic achievement. The results were as follows: (1) the questionnaire showed that there were grade differences in the future development of adolescents' orientation, but there was no gender difference. The scores of primary school students were significantly higher than those of junior high school students and high school students, and the scores of college students were significantly higher than those of high school students. The results showed that the level of future orientation of primary school students and college students was the highest, followed by junior high school students, and the level of future orientation of senior high school students was the lowest. The content evaluation method found that there were grade differences and gender differences in the development of future orientation of adolescents. The scores of primary school students were significantly lower than that of junior high school students, high school students and college students; the scores of college students were significantly higher than those of pupils, junior high school students and high school students; The score of girls' future orientation was significantly higher than that of boys. The results showed that the level of future orientation of college students was the highest, followed by junior high school students and senior high school students, and the level of future orientation of primary school students was the lowest. The behavioral test showed that there were grade differences in the future orientation development of adolescents, but there was no gender difference. The delay ability of primary school students is significantly lower than that of junior high school students, the difference between college students and high school students is significant, the delay ability of college students is significantly higher than that of primary school students, but there is no significant difference with junior high school students. The results showed that the level of future orientation of primary school students was the lowest, followed by junior high school students and senior high school students. All of them were positively correlated with school input, but not significantly correlated with academic achievement; the future orientation of content evaluation measurement was significantly positive correlation among primary school students, junior high school students, school input and academic achievement; The future orientation of behavior test measurement was significantly positive correlation with school input and academic achievement, and with junior high school students and college students' academic achievement. It shows that the questionnaire method is related to the subjective evaluation index, the behavior measurement is related to the academic achievement of the objective evaluation index, while the content assessment method takes into account the characteristics of both, and is related to both subjective and objective academic evaluation indexes. Compared with the three measurement methods used in this study, the content evaluation method is more effective in measuring the trend that the future orientation level of adolescents increases with the increase of age. The higher the level of future orientation, the more school investment, the better academic achievement.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】