小学生利他行为与学业成绩的关系：同伴关系的中介作用

发布时间：2018-07-03 02:50

本文选题：小学生 + 利他行为　；参考：《山东师范大学》2017年硕士论文

【摘要】：利他行为是指自愿帮助他人而并不期望得到任何回报的行为。利他行为是个体之间构成和谐关系的基础,逐渐受到研究者乃至整个社会的关注。我国对利他行为和学业成绩的研究均已取得了许多成果,但较少对二者之间的关系进行探讨。考虑到小学生身心发展及学业的重要性,对小学生利他行为与学业成绩的关系的研究作为本研究关注的重点。同时,以往研究发现利他行为可以影响人际关系,人际关系可以影响学业成绩。基于以往研究,本研究对利他、人际关系、学业成绩之间的关系进行探索,旨在揭示利他行为与学业成绩和人际关系之间的关系,为家庭、学校和社会培养小学生的利他行为的培养提供理论依据。我国各地社会经济发展不平衡,致使不同地区教育发展不均衡。普通和重点学校,农村和城市学校,学生的学业成绩之间存在很大差异,特别是城乡差异最为突出,严重限制了社会公平正义的实现,影响了和谐社会的建设和发展。农村儿童受客观经济条件、学校及家庭教育条件的制约,提高学业成绩的途径更是有限。所以对学业成绩的研究应该更关注学生本身的因素。本研究采用利他行为问卷、同伴提名、小学生的语数成绩测量为研究工具,被试为707名小学生,探讨了小学生利他行为对学业成绩的影响,以及同伴关系的中介作用。研究结果如下:1、小学生的生源地及是否独生子女在自评利他、他评利他及同伴关系上均不存在显著差异。2、小学生在自评的亲缘利他、他评利他分数上存在显著的性别差异,表现为女生的自评利他(亲缘利他)、他评利他得分均高于男生。此外,不同年级的学生在亲缘利他上存在显著差异,四年级学生的亲缘利他得分要高于五年级、六年级学生。3、小学生在同伴关系上显示出显著的性别差异,女生的同伴关系得分高于男生。4、小学生自评利他能通过影响同伴关系进而促进学习成绩的提高,即同伴关系在自评利他对学习成绩的影响机制中起到中介作用。5、他评利他不仅可以直接预测小学生学习成绩,并且可以通过同伴关系影响学习成绩,即同伴关系在他评利他对学习成绩的影响机制中起中介作用。
[Abstract]:Altruism is the act of voluntarily helping others without expecting anything in return. Altruistic behavior is the basis of harmonious relationship between individuals, and gradually attracted the attention of researchers and even the whole society. Altruistic behavior and academic achievement in China have made many achievements, but the relationship between them is seldom discussed. Considering the importance of pupils' physical and mental development and academic achievement, the study on the relationship between altruistic behavior and academic achievement is the focus of this study. At the same time, previous studies have found that altruistic behavior can affect interpersonal relationships and interpersonal relationships can affect academic achievement. Based on previous studies, this study explores the relationships among altruism, interpersonal relationships and academic achievement, in order to reveal the relationship between altruistic behavior and academic achievement and interpersonal relationships, The cultivation of altruistic behavior in school and society provides theoretical basis. Social and economic development in different regions of China is unbalanced, resulting in uneven development of education in different regions. There are great differences in academic achievement between ordinary and key schools, rural schools and urban schools, especially between urban and rural areas, which seriously restrict the realization of social equity and justice, and affect the construction and development of a harmonious society. Rural children are restricted by objective economic conditions, school and family education conditions, and the ways to improve their academic performance are even more limited. Therefore, the study of academic achievement should pay more attention to the factors of students themselves. This study used altruistic behavior questionnaire, peer nomination and scores measurement of pupils' language number as the research tool. 707 pupils were enrolled in this study. The effects of altruistic behavior on academic achievement and the intermediary role of peer relationship were explored. The results of the study are as follows: 1. There is no significant difference in self-evaluation altruism between primary school students and their only children. There is no significant difference in altruism and peer relationship between pupils. Pupils have significant gender differences in their self-rated altruistic scores. It is the self-evaluation altruism of girls (kinship altruism), and his score of altruism is higher than that of boys. In addition, there were significant differences in kinship altruism among students of different grades. The scores of kinship altruism of the fourth grade students were higher than those of the fifth grade students, and that of the sixth grade students. 3. The primary school students showed significant gender differences in the peer relationship. The score of peer relationship of female students is higher than that of male students. Self-evaluation altruism of primary school students can promote the improvement of academic achievement by influencing peer relationship. That is, peer relationship plays an intermediary role in the mechanism of self-evaluation of altruism on academic achievement. He can not only predict pupils' academic achievement directly, but also influence learning achievement through peer relationship. That is, peer relationship plays an intermediary role in the influence mechanism of altruism on academic achievement.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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