初中生坚毅与自我调节学习、学业成绩的关系研究

发布时间：2018-07-07 16:20

本文选题：坚毅 + 自我调节学习　；参考：《南昌大学》2017年硕士论文

【摘要】：坚毅是指面对长远目标时的持续热情和持久毅力。已有研究表明,坚毅与学业成绩之间关系密切,坚毅能预测学业成绩。自我调节学习对学业成绩又影响显著。因此,本研究旨在探讨初中生坚毅与自我调节学习、学业成绩之间的关系。本研究选取《坚毅量表(中文版)》及《自我调节学习量表(中文版)》,并验证其适用性,而后收集学生的学业成绩,将这三者作为研究工具,对南昌市某中学的初中生进行随机取样调查研究。经过数据处理和讨论分析,结果表明:(1)初中生的坚毅水平处于中等水平。坚毅的性别差异不显著;坚毅存在着十分显著的年级差异,具体表现为:坚毅水平随着年级的升高而降低;坚毅的居住地差异不显著;坚毅的家庭教养方式差异显著,具体为:家庭教养方式为民主型的初中生比放任型和专制型更坚毅。(2)初中生的自我调节学习水平整体处于中等略偏高的程度。自我调节学习的性别差异不显著,但存在着显著的年级差异。具体为:基本上的趋势是自我调节学习能力随着年级的增加呈现出增长的趋势。自我调节学习的居住地差异不显著;自我调节学习的家庭教养方式差异显著,具体为:家庭教养方式为民主型的初中生比放任型和专制型的自我调节学习能力更高。(3)初中生坚毅、自我调节学习与学业成绩之间两两相关显著。其中,坚毅和自我调节学习呈中度正相关,坚毅与自我调节学习的各因子均呈显著正相关。学业成绩与坚毅呈显著正相关。学业成绩与自我调节学习呈显著正相关,且相关程度较高。(4)初中生坚毅与自我调节学习能预测其学业成绩。初中生坚毅能显著预测自我调节学习能力。(5)初中生自我调节学习在坚毅与学业成绩之间中介作用显著。总之,初中生坚毅与自我调节学习水平都处于中等程度,且存在显著的年级差异和家庭教养方式差异,坚毅、自我调节学习及学业成绩这三者存在密切关系。其中,自我调节学习在坚毅与学业成绩之间起完全中介作用。
[Abstract]:Perseverance refers to persistent enthusiasm and persistence in the face of long-term goals. Research has shown that perseverance is closely related to academic achievement, perseverance can predict academic achievement. Self-regulated learning has a significant impact on academic achievement. Therefore, this study aims to explore the relationship between perseverance and academic achievement. Study the applicability of "the Chinese version" (Chinese version) and the self-regulated learning scale (Chinese version), and then verify its applicability, and then collect the students' academic performance, and take these three as research tools to study the random sampling of junior high school students in Nanchang. After data processing and discussion and analysis, the results show that (1) the perseverance water of junior high school students At the middle level, the gender differences of perseverance are not significant; perseverance has very significant grade differences. The specific performance is: the level of perseverance decreases with the rise of grade; the difference of tenacity is not significant; the difference in the way of family upbringing is remarkable, specifically, the type of democratic type of junior high school students with family rearing style is more than the laissez faire and the special. (2) the level of self-regulated learning in junior middle school students is at a moderate slightly higher level. The gender differences of self-regulated learning are not significant, but there are significant grade differences. The basic trend is the tendency of self-regulated learning ability to increase with the increase of grade. There was no significant difference in ground difference, and there was a significant difference in self-regulated learning in the way of family upbringing, specific as: the junior middle school students with family rearing style were higher than the laissez faire and autocratic self-regulated learning. (3) the junior middle school students' perseverance, self-regulated learning and academic achievement were 22 significant. Degree positive correlation, persistence has a significant positive correlation with all factors of self-regulated learning. Academic achievement has a significant positive correlation with perseverance. Academic achievement has a significant positive correlation with self-regulated learning and a higher correlation. (4) junior middle school students' perseverance and self-regulated learning can predict their academic performance. (5) junior middle school students' self-regulated learning has a significant intermediary role between perseverance and academic achievement. In a word, junior middle school students' perseverance and self-regulated learning level are in the middle degree, and there are significant grade differences and family parenting styles, and perseverance, self-regulated learning and academic performance are closely related. Among them, the self-regulated learning and academic achievement are closely related. Regulated learning plays a complete mediating role between perseverance and academic achievement.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】