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]:Now the attention of the students has changed from academic achievement and achievement ranking to the status quo of students' learning stress and the adjustment of learning pressure. The management of learning stress has gradually become the core of psychology and pedagogy research. In this study, 976 middle school students in 5 schools were tested with self-designed questionnaire on learning stress. The paper combined with 11 factors included in the questionnaire: self expectation, academic prospect, learning environment, negative cognition and expectation of others, academic competition, psychological discomfort and deviation from the subject, low tolerance, interpersonal disturbance, depression tendency. Physiological symptoms, addiction networks, and the learning stress of middle school students of different nationalities, gender, grade, one-child status, family location, and family economic level, respectively. The results showed that: (1) the learning pressure of minority students was lower than that of Han students, and the learning pressure of female students was significantly higher than that of male students, but in the process of indulging in fictitious items, the learning pressure of female students was significantly higher than that of male students. (3) the learning pressure of the only child is higher than that of the non-only child, among which negative cognition and other expectations are the main sources of the increasing learning stress of the only child; (4) the study pressure of students in different grades is generally the third grade, the pressure of the second grade is high, the pressure of the other grades is small, but the difference is not significant, (5) the study pressure of the rural students is less than that of the urban and urban students. (6) the students with good family conditions had the greatest learning pressure, and the students with poor family conditions were the next, and the differences were significant. Finally, four constructive suggestions are put forward for school administrators and educators: (1) reducing expectations; (2) improving self; (3) adjusting 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

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