不同自我建构启动下：中学生自我概念、社会支持、学业成就动机之间的关系研究

发布时间：2018-05-16 04:10

本文选题：自我建构启动 + 自我概念　；参考：《四川师范大学》2017年硕士论文

【摘要】：中学是自我概念发展过程中一个非常重要的转折时期,而在当下中西方文化交流频繁的时代背景下,中学生受到的不仅仅只限于东方文化影响,同时也会受到西方文化的影响,故本研究中启动不同的自我建构以研究在集体主义背景下,中学生的自我概念发展会受到何种影响,以及其与社会支持、学业成就动机三者之间的关系。将被试分为自我建构启动组(独立、依存)和不启动组(控制),采用田纳西自我概念问卷、社会支持问卷、学业成就动机量表,使用故事激活法和差异启动法,启动自我建构,采用问卷调查。研究结果如下:1.中学生自我建构、社会支持、学业成就动机总体水平良好。2.自我建构启动组(独立、依存)和不启动组的自我建构、社会支持、学业成就动机均在人口统计学变量上差异显著,且各组在人口统计变量上的差异有各自的特点。3.自我建构启动组(独立、依存)中学生的自我建构、社会支持、学业成就动机两两正相关。4.不启动组中学生自我建构、社会支持、学业成就动机两两正相关。5.自我建构启动组(独立、依存)和不启动组社会支持均在自我概念和学业成就动机之间起部分中介作用,各组的中介效应量不同,其中独立建构启动组的中介效益量最高为22%,依存建构启动组的效应量最低为17%,不启动组的中介效应量为20%。
[Abstract]:Middle school is a very important turning point in the process of self-concept development. Under the background of frequent cultural exchanges between China and the West, middle school students are affected not only by Oriental culture, but also by Western culture. Therefore, this study initiated different self-construction to study how the self-concept development of middle school students will be affected under the collectivism background, and the relationship between self-concept development and social support and academic achievement motivation. Subjects were divided into self-construction priming group (independent, dependent) and non-priming group (control group, using Tennessee self-concept questionnaire, social support questionnaire, academic achievement motivation scale, using story activation method and difference priming method to initiate self-construction. Questionnaire survey was used. The results are as follows: 1. Middle school students self-construction, social support, academic achievement motivation overall level is good. 2. The self-construction, social support and academic achievement motivation of self-construction priming group (independence, dependency) and non-priming group were significantly different in demographic variables, and each group had its own characteristics in demographic variables. Self-construction priming group (independent, dependent) students' self-construction, social support, and academic achievement motivation were positively correlated. 4. The non-priming group had positive correlation with self-construction, social support and academic achievement motivation. 5. Social support of self-construction priming group (independence, dependency) and non-priming group played a part of intermediary role between self-concept and academic achievement motivation. Among them, the mediation benefit of independent construction startup group was the highest, that of dependent construction startup group was the lowest, and that of non-startup group was 20.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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