976例少数民族中学生学习压力问卷编制及相关研究

发布时间：2019-06-09 12:48

【摘要】：目的:本研究旨在探索少数民族中学生学习压力的心理结构，通过编制少数民族中学生学习压力问卷，为测评少数民族中学生学习压力提供工具，探讨学习压力和应对方式的关系。方法：在理论构想的基础上，根据开放式问卷调查结果和前人相关研究，构建少数民族中学生学习压力的理论框架，初步确定少数民族中学生学习压力的结构和量表题项。使用spss17.0软件对所得数据进行探索性因素分析、验证性因素分析及信效度检验，，编制少数民族中学生学习压力问卷。对学习压力和应对方式进行方差分析和相关分析。结果：少数民族中学生学习压力的结构由2个维度、11个因素构成，分别为：自我期待、学业前景、学习环境、负性认知及他人期待、学业竞争、沉溺网络、心理不适、生理症状、心理承受力、人际交往、抑郁倾向。少数民族中学生学习压力量表最终由53题项构成，具有良好的信效度，可以作为评估少数民族中学生学习压力的工具。应对方式在少数民族中学生的性别、民族、是否独生、家庭居住地和家庭经济水平上均不存在显著差异，在年级变量上存在显著差异。学习压力总分与指向问题应对、指向情绪应对不存在显著相关。压力来源和指向问题应对不存在显著相关，和指向情绪应对存在显著相关。
[Abstract]:Objective: the purpose of this study was to explore the psychological structure of learning stress of minority middle school students, and to provide a tool for evaluating the learning stress of minority middle school students by compiling a questionnaire on learning stress of minority middle school students. To explore the relationship between learning stress and coping style. Methods: on the basis of theoretical conception, according to the results of open questionnaire survey and previous relevant studies, the theoretical framework of learning stress of minority middle school students was constructed, and the structure and scale items of learning stress of minority middle school students were preliminarily determined. Spss17.0 software was used to analyze the data by exploratory factor analysis, confirmatory factor analysis and reliability and validity test, and a questionnaire on learning stress of minority middle school students was compiled. Variance analysis and correlation analysis were carried out on learning stress and coping style. Results: the structure of learning stress of minority middle school students was composed of 2 dimensions and 11 factors, which were self-expectation, academic prospect, learning environment, negative cognition and expectation of others, academic competition, indulging in network, psychological discomfort. Physical symptoms, psychological tolerance, interpersonal communication, depression tendency. The learning stress scale of minority middle school students is finally composed of 53 questions, which has good reliability and validity, and can be used as a tool to evaluate the learning stress of minority middle school students. There were no significant differences in coping styles among the gender, nationality, solitude, family residence and family economic level of minority middle school students, but there were significant differences in grade variables. There was no significant correlation between the total score of learning stress and pointing problem coping and pointing emotional coping. There was no significant correlation between the source of stress and the coping of pointing problem, but there was a significant correlation between the source of stress and the coping of pointing emotion.
【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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