976例少数民族中学生学习压力的现状调查及其管理

发布时间：2018-06-27 22:41

本文选题：少数民族 + 中学生　；参考：《贵州师范大学》2014年硕士论文

【摘要】：现在对于学生的关注已经从学习成绩和成绩排名，慢慢转向了学生的学习压力现状以及学习压力的调节，学习压力的管理已逐渐成为心理学和教育学研究的核心。本研究使用自编少数民族中学生学习压力问卷，对5所学校976名中学生进行了测试。文章结合问卷包含的11个因素：自我期望、学业前景、学习环境、负性认知及他人期待、学业竞争、心理不适及偏离主题、心理承受力低下、人际交往障碍、抑郁倾向、生理症状、沉溺网络，分别探讨了不同民族、性别、年级、独生情况、家庭所在地、家庭经济水平的中学生学习压力状况，结果显示：（1）少数民族学生的学习压力低于汉族学生的学习压力，且在学业前景、学习环境2项因子上表现显著；（2）女生的学习压力明显大于男生，但是在沉溺虚拟一项当中，男生显著高于女生，，更易网络成瘾；（3）独生子女的学习压力著大于非独生子女，其中，负性认知及他人期待是导致独生子女学习压力增大的主要来源；（4）不同年级学生的学习压力总体呈现出初三，高二压力较大，其他年级压力较小，但差异不显著；（5）农村学生的学习压力小于城市和城镇学生的学习压力；（6）家庭条件好的学生学习压力最大，家庭条件很差的学生其次，并且差异显著。最后，依据测量结果为学校管理者和教育者提出四点建设性意见：（1）降低期望；（2）提升自我；（3）调整方法；（4）因材施教。
[Abstract]:At present, the students' attention has been ranked from academic achievement and achievement, gradually turning to the status of students' learning pressure and the adjustment of learning pressure. The management of learning pressure has gradually become the core of the research of psychology and pedagogy.
In this study, 976 middle school students in 5 schools were tested by self compiled minority students' learning stress questionnaire. The article combines 11 factors including self expectation, academic prospects, learning environment, negative cognition and expectation of others, academic competition, psychological discomfort and deviation subject, mental retardation, interpersonal barriers, inhibition. The tendency of depression, physiological symptoms, and addiction network, the study stress of students of different nationalities, sex, grade, single life, home location and family economic level, the results show: (1) the learning pressure of minority students is lower than that of Han students, and the 2 factors of academic prospects and learning environment are obvious. (2) the learning pressure of female students is obviously greater than that of boys, but in the virtual one, boys are significantly higher than girls and are more likely to be addicted to the Internet; (3) the learning pressure of the only child is greater than that of non only children, of which the negative cognition and other expectations are the main source of the increase of the learning pressure of the only child; (4) the students of different grades are learning. The students' stress is less than the other grades, but the difference is not significant. (5) the learning pressure of the rural students is less than that of the urban and urban students; (6) the students with good family conditions have the greatest learning pressure, and the students with poor family conditions are second, and the difference is significant.
Finally, according to the results of the survey, we put forward four constructive suggestions for the school administrators and educators: (1) reducing expectations; (2) improving self; (3) adjustment methods; (4) teaching students in accordance with their aptitude.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

【参考文献】