青少年希望感的影响因素分析

发布时间：2018-05-18 02:33

本文选题：希望感 + 青少年　；参考：《闽南师范大学》2017年硕士论文

【摘要】：学校教育环境是培养青少年性格优势和积极品质的重要力量。从积极心理学的视角出发,倡导教育工作者应持积极的青少年发展观,培养青少年的性格优势和美德,应成为21世纪学校教育的重要理念。学校教育环境中,教师的行为与心理品质会对所教学班级的学生产生积极的影响作用。青少年的希望感作为一种重要的积极心理品质,是否会受到学校层面因素的影响,是一个值得重视的问题。首先,为了发展一个有效评价青少年希望感测量工具。本研究基于文献资料的综述,建构包含目标建立、意义感、积极情绪、意志力和实现策略五个分维度的青少年希望感量表,选取不同地区的5所中学(包括3所初中,2所高中),共抽取54个班级的2067名学生,检验该量表的信度与效度;同时,基于“班级—学生”的嵌套数据结构,建构多水平因子模型,检验青少年希望感多维度理论模型在学生水平与班级水平上的因子结构特征。结果表明:(1)验证性因子分析显示,包含目标建立、意义感、积极情绪、意志力和实现策略等五维度的青少年希望感量表具有较好的信度和结构效度,各维度与自我效能感具有较高的正相关关系。(2)多水平验证性因子分析显示,青少年希望感多维度理论模型在青少年个体水平与班级群体水平上具有相同的因子结构特征,青少年希望感理论模型的构念具有跨水平的一致性。其次,基于“班主任—班级—学生”的多水平数据结构,探讨青少年希望感是否会受到班主任的影响。本研究采用多水平结构方程模型方法,检验组间变量班主任特质希望、生活满意度及其班级氛围与青少年希望感之间的相关关系,并检验班级氛围的中介作用。采用成人特质希望量表和生活满意度量表对上述54个班级的班主任教师进行施测,采用修订的青少年希望感量表、一般自我效能感量表及中学生学校气氛量表对54名班主任教师所带的2067名学生进行施测。结果表明:(1)多水平结构方程模型分析显示,班主任特质希望和生活满意度对青少年希望感无直接的影响作用,而班级氛围对青少年希望感具有积极的影响作用。(2)建构的多水平中介效应模型显示,班主任特质希望对青少年希望感正向影响依赖于班级氛围的完全中介作用,而班主任生活满意度通过班级氛围负向影响青少年希望感。本研究揭示了学校教育环境中,教师心理与行为因素影响学生积极心理品质的作用过程,班级氛围成为教师影响学生的重要组织媒介。在强化教师自身教学能力素质的同时,也要积极营造健康良好的班级氛围,才能更好的培养青少年积极情感素质。
[Abstract]:The school education environment is an important force to cultivate the youth's character superiority and positive quality. From the perspective of positive psychology, it is suggested that educators should hold a positive view of youth development and cultivate their personality advantages and virtues, which should become an important concept of school education in the 21st century. In the school education environment, teachers' behavior and psychological quality will have a positive effect on the students in their teaching classes. As an important positive psychological quality, whether the adolescent's hope will be influenced by the factors at school level is a problem worth paying attention to. First, in order to develop an effective evaluation of adolescent sense of hope measurement tool. Based on the literature review, this study constructs the Youth Hope scale, which includes five dimensions: goal building, sense of meaning, positive emotion, willpower and realization strategy. A total of 2067 students from 54 classes were selected from 5 middle schools (including 3 junior high schools and 2 high schools) from different regions to test the reliability and validity of the scale. At the same time, the nested data structure based on "class-student" was used to test the reliability and validity of the scale. A multi-level factor model was constructed to test the characteristics of the factor structure of the multi-dimensional model on the students' level and the class level. The results showed that the scale with five dimensions including goal building, sense of meaning, positive emotion, willpower and realization strategy had good reliability and structural validity, the results showed that: (1) confirmatory factor analysis showed that the scale had good reliability and structural validity, including goal building, sense of meaning, positive emotion, willpower and realization strategy. The multi-level confirmatory factor analysis showed that the multi-dimensional model of adolescents' sense of hope had the same characteristics of factor structure at the individual level and the class group level. The theoretical model of adolescent's sense of hope has a cross-level consistency. Secondly, based on the multi-level data structure of class-teacher-class-student, this paper discusses whether the hope of teenagers will be influenced by the head teacher. In this study, the multi-level structural equation model was used to test the intergroup variable class teacher's trait hope, life satisfaction and the correlation between the class atmosphere and the adolescent's hope, and to test the intermediary function of the class atmosphere. The adult trait hope scale and life satisfaction scale were used to test the teachers of the class teachers in 54 classes mentioned above, and the revised adolescent hope scale was used. General self-efficacy scale and middle school atmosphere scale were used to test 2067 students who were brought by 54 class teachers. The results showed that the multi-level structural equation model analysis showed that the class teacher's trait hope and life satisfaction had no direct effect on the adolescent's sense of hope. The multi-level intermediary effect model constructed by the class atmosphere has a positive effect on the adolescent's sense of hope. The model shows that the positive effect of the class teacher's trait hope on the adolescent's sense of hope depends on the complete intermediary effect of the class atmosphere. The life satisfaction of the class teacher negatively affects the sense of hope through the atmosphere of the class. This study reveals the process in which teachers' psychological and behavioral factors affect students' positive psychological quality in the school education environment, and the classroom atmosphere becomes an important organizational medium for teachers to influence students. In order to cultivate the positive emotional quality of teenagers, it is necessary to create a healthy and good class atmosphere while strengthening the teachers' teaching ability and quality.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】