乐观与学业压力反应的关系：学业自我效能感的中介作用及沙游干预研究

发布时间：2018-06-04 06:45

本文选题：初中生 + 乐观　；参考：《广西师范大学》2014年硕士论文

【摘要】：积极心理学在上世纪80年代作为西方心理学的一个分支逐渐兴起后,越来越多的心理学研究把视角转移到如何更好发挥人积极的一面来减弱人消极悲观的思维和认知。而乐观作为积极心理学中一个核心概念,更加受到研究者的关注。乐观是一个较为稳定持久的人格变量,乐观的个体对现实和未来持有积极的态度倾向,这种态度倾向可对个体的认知、情感和行为产生深刻影响。学业自我效能感是个体的学业能力信念,是指学习者对自己能否利用所拥有的能力或技能去完成学习任务的自信程度的评价,是个体对控制自己学习行为和学习成绩能力的一种主观判断。学业压力反应是学生在学习过程中对超过自己应对能力或可能威胁自身的学业内外环境要求持续作用下,产生的各种能被主体意识到的身体、心理、行为方方面面的消极反应。有研究表明,积极情绪具有保护性功能,能够减少压力对个体的影响。自我效能感与习得性无助是相反的两个概念,对乐观解释风格的训练可以降低习得性无助。在学业上有高自我效能感的学生在学业情境中他们有更积极的态度和情感,有较少的焦虑。随着沙游疗法逐步成熟,越来越多的学校开始接受这样一种轻松而有趣的咨询方式。沙盘游戏能够为学生提供一种自由而受保护的空间,使得学生在一种轻松自在的环境里充分的表达自己,一方面能促进学生对自我的了解,另一方面能够提高咨询效果。本研究在借鉴国内外研究成果的基础上,采用了调查和实验相结合的方法,探讨初中生乐观、学业自我效能感与学业压力反应的关系。在此基础上,采用团体沙盘游戏技术对自变量乐观进行干预,以期能够通过对乐观的干预提高学生的学业自我效能感,降低学业压力反应。研究主要包括两部分：：研究一选取了广西、山东、河南907名初中生作为被试,采用《青少年乐观问卷》、《学业自我效能感问卷》和《初中生学业压力反应问卷》进行调查,探讨初中生乐观、学业自我效能感、学业压力反应人口变量学上的差异以及学业自我效能感在初中生乐观、学业压力反应的中介作用;研究二是乐观团体沙游干预实验,是在研究一的基础上选取桂林某中学被试10名,随机分为实验组和对照组,对实验组成员进行为期2个月的团体干预,实验组则不进行任何处理,通过量表对被试进行前后测试来对团体干预效果进行评估。研究的主要结论如下： (1)初中生乐观在性别上不存在显著差异；不同年级的初中生的乐观水平不存在显著差异；重点中学与普通中学的初中生乐观不存在显著差异；初中生乐观在学习成绩上差异显著；农村与城市的初中生乐观水平存在显著差异。 (2)初中生学业压力反应在性别上不存在显著差异；在学习成绩、不同年级上学业压力反应存在显著差异；农村与城市的初中生学业压力反应存在显著差异；重点中学与普通中学的初中生学业压力反应存在显著差异。 (3)初中生学业自我效能感在性别上不存在显著差异；在学习成绩、不同年级上学业自我效能感存在显著差异：农村与城市的初中生学业自我效能感存在显著差异：重点中学与普通中学的初中生学业自我效能感存在显著差异。 (4)乐观、学业自我效能感、学业压力反应两两相关。其中乐观与学业压力反应负相关显著；学业自我效能按与学业压力反应负相关显著；乐观与学业自我效能感正相关显著。 (5)乐观对学业压力反应预测作用显著;学业自我效能感对学业压力反应预测作用显著;乐观对学业自我效能感预测作用显著 (6)学业自我效能感在乐观与学业压力反应中的部分中介作用显著 (7)团体沙盘游戏的干预对提高初中生的乐观水平效果显著,同时学业自我效能感提高效果显著,学业压力反应下降显著。
[Abstract]:Positive psychology has gradually emerged as a branch of western psychology in the 1980s , and more and more psychological research has shifted the angle of view to how to better play a positive side to weaken the negative thinking and cognition of people . Optimism is a core concept in positive psychology and is more concerned with researchers . Optimism is a more stable and lasting personality variable , and the optimistic individual has a positive attitude towards reality and the future , and this kind of attitude tends to have a profound influence on the cognition , emotion and behavior of the individual .

Academic self - efficacy is a subjective assessment of individual ' s ability to use the ability or skill to accomplish learning task . It is a subjective assessment of individual ' s ability to control their own learning behavior and learning achievement .

The study shows that the positive emotion has the protective function and can reduce the influence of stress on the individual . Self - efficacy and acquired immunity are the opposite two concepts . The self - efficacy and the acquired immunity are the opposite concepts . The students with high self - efficacy have more positive attitude and emotion in the academic situation , and have less anxiety .

With the gradual maturity of sand therapy , more and more schools are beginning to accept such an easy and fun way of consulting . It provides students with a free and protected space that allows students to fully express themselves in a relaxed environment , on the one hand , to promote students ' understanding of themselves and on the other hand to improve the consulting effect .

Based on the research achievements at home and abroad , this study adopts the method of combining investigation and experiment to discuss the relationship between the feeling of self - efficacy and the reaction of academic self - efficacy in junior middle school students . On this basis , the self - variable optimism is intervened by using group sand - disc game technology , so as to improve the students ' academic self - efficacy and reduce the reaction of academic pressure through the intervention of optimistic intervention .

This paper mainly includes two parts : the study of the first middle school students who chose Guangxi , Shandong and Henan as the subjects , and conducted a survey on the school self - efficacy , the difference of academic self - efficacy and the students ' self - efficacy in junior middle school students .

The main conclusions of the study are as follows :

( 1 ) There was no significant difference between the first and middle school students .
There was no significant difference in the optimistic level of junior middle school students in different grades .
There is no significant difference between the junior middle school and the junior middle school .
There was a significant difference in the learning achievement between junior middle school students and students .
There is a significant difference in the optimistic level between the rural and the city .

( 2 ) There was no significant difference in the sex difference between junior middle school students .
There was a significant difference between academic achievement and academic pressure in different grades .
There is a significant difference between the primary and secondary school students ' academic pressure in rural and urban areas .
There is a significant difference between secondary school and junior middle school students in secondary school .

( 3 ) There was no significant difference in self - efficacy among junior middle school students ;
There is a significant difference in the self - efficacy of academic self - efficacy in the different grades of academic achievement . There is a significant difference in the self - efficacy of primary school students in rural and urban areas : there is a significant difference in the self - efficacy of middle school and middle school .

( 4 ) Optimism , Academic Self - efficacy and Academic Stress Reaction were correlated . Among them , there was a significant negative correlation between optimism and academic pressure ;
There was a negative correlation between academic self - efficacy and academic pressure ;
The positive correlation between optimistic and academic self - efficacy is positive .

( 5 ) The effect of optimism on the prediction of academic stress response was significant ; the effect of self - efficacy of academic self - efficacy on the prediction of academic stress response was significant ; the optimistic effect on the self - efficacy of academic self - efficacy was significant .

( 6 ) The feeling of self - efficacy of academic achievement plays an important role in the reaction of optimism and academic pressure

( 7 ) The intervention of group sand table game has obvious effect on improving the optimistic level of junior middle school students , while the effect of self - efficacy of academic self - efficacy is improved , and the reaction of academic pressure decreases .
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B848

【参考文献】