中学生人格、羞耻感和学习动机的关系

发布时间：2019-01-10 17:28

【摘要】：关于中学生的学习动机影响因素我们更多看到的是个体认知上上如价值观、预期、意志等的影响,然而不可否认的是,在引发学生学习动机的过程中,除了认知因素外,学生还会受到情绪情感因素的影响。在学业过程中,学生会产生各种跟学业有关的情绪,比如积极情绪,像自豪、愉悦等,或者消极情绪,如内疚、羞耻、愤怒、厌恶等;而这些情绪对于学生投身于学业的行为产生了循环往复的效果。所以我们不得不对此予以重视。而有学者研究发现学生情绪的产生和对其进行的调控与学生个体的人格特点有一定的关系。本文作者根据前人的影响中学生学习动机因素的文献,发现中学生的人格和羞耻感与学习动机密切相关,但是这三者之间的关系却没有更多的研究记载。因此,本研究旨在探讨中学生内在稳定性人格、羞耻感对学习动机的影响。本研究采用问卷测量方式,对天津市西青区某一所初中和高中学生进行了问卷调查,其中初中生262名,高中生214名。研究中应用SPSS统计软件,利用温忠麟及后人研究的中介效应逐步分析法对数据进行统计分析,结果发现:(1)羞耻感与人格显著相关。人格中的内外向和神经质与中学生羞耻感存在一定关系,外向型人格的中学生较之内向型人格的中学生羞耻感得分低,神经质得分高的学生较之得分低的学生羞耻感得分较高。(2)羞耻感与学习动机显著相关。个性羞耻与任务的价值有明显负相关,个性羞耻、行为羞耻、能力羞耻和身体羞耻均与对学习控制的信念和测验焦虑明显正相关。(3)人格与学习动机显著相关。任务的价值和对自己能力和把握作业的信心都与神经质明显负相关,与审慎性、宜人性、开放性和外倾性均呈明显正相关。测验焦虑与神经质明显正相关,即情绪越不稳定的学生其考试焦虑也越高。测验焦虑与外倾性显著负相关。(4)人格、羞耻感和学习动机三者之间两两显著相关。个性羞耻、任务的价值与外倾性之间互相显著相关;个性羞耻、测验焦虑与外倾性之间互相显著相关;能力羞耻、测验焦虑与外倾性之间互相显著相关;身体羞耻、测验焦虑与外倾性三者之间互相显著相关。(5)中学生的羞耻感通过其外倾性对其学习动机产生一定的影响。外倾性在个性羞耻对任务的价值之间起着完全中介效应,外倾性在身体羞耻对测验焦虑的影响过程中起着部分中介效应。
[Abstract]:What we see more about the influencing factors of middle school students' learning motivation is the influence of individual cognition, such as values, expectations, will, etc. However, it is undeniable that in the process of triggering students' learning motivation, besides cognitive factors, Students are also affected by emotional and emotional factors. In the course of school, students develop a variety of academically related emotions, such as positive emotions, such as pride, pleasure, or negative emotions, such as guilt, shame, anger, disgust, and so on; These emotions have a circular effect on students' involvement in school. So we have to pay attention to this. Some scholars have found that the generation and regulation of students' emotions have certain relationship with the personality characteristics of students. According to the previous literature on the factors influencing the learning motivation of middle school students, the author finds that the personality and shame of middle school students are closely related to their learning motivation, but there is no more research record on the relationship between these three factors. Therefore, the purpose of this study is to explore the influence of intrinsic stable personality and shame on learning motivation of middle school students. A questionnaire survey was conducted among 262 junior high school students and 214 senior high school students in Xiqing district of Tianjin. In the study, SPSS statistical software was used to analyze the data by using the intermediary effect analysis method of Wen Zhonglin and his descendants. The results showed that: (1) shame was significantly correlated with personality. There is a certain relationship between introversion and neuroticism of personality and shame feeling of middle school students. The score of shame sense of middle school students with extroverted personality is lower than that with introverted personality. Students with high neuroticism score higher than those with lower scores. (2) shame was significantly correlated with learning motivation. Personality shame was negatively correlated with task value, and personality shame, behavioral shame, ability shame and physical shame were positively correlated with beliefs in learning control and test anxiety. (3) Personality was significantly correlated with learning motivation. The value of tasks and confidence in their own ability and ability to master work were negatively correlated with neuroticism, but positively correlated with prudence, humanity, openness and extroversion. There was a positive correlation between test anxiety and neuroticism, that is, the more unstable the students were, the higher the test anxiety was. Test anxiety was negatively correlated with extroversion. (4) Personality, shame and learning motivation were significantly correlated. Personality shame, task value and extroversion were significantly correlated, personality shame, test anxiety and extroversion were significantly correlated, ability shame, test anxiety and extroversion were significantly correlated. Physical shame, test anxiety and extroversion were significantly related to each other. (5) Middle school students' shame influenced their learning motivation through their extroversion. Extroversion plays a complete mediating effect between personality shame and task value, while extroversion plays a partial intermediary effect in the process of the influence of body shame on test anxiety.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B848

【参考文献】