高中生学业压力与学校适应的关系：心理弹性、人格特质的中介作用

发布时间：2018-06-05 13:27

本文选题：高中生 + 学业压力　；参考：《重庆师范大学》2017年硕士论文

【摘要】：一般来讲,适度的学业压力有助于激起学生的学习动力,提高学生的学习主动性和学习效率。然而过度的学业压力则可能导致学业适应不良,学习效率降低,甚至可能导致严重的心理问题和行为事件。在当前严峻的应试教育背景下,高中生普遍存在着较大的学业压力,这种较大的学业压力可能会导致部分高中生的学校适应不良。不过,并非所有的高中生在高学业压力情境下都会导致学校适应不良,其中可能有某些人格因素在其中起着中介调节作用。通过前期的文献调研,本研究认为,心理弹性因素和某些基本人格因素可能在其中起着重要的中介调节作用。基于此,本研究在文献综述的基础上对高中生采用问卷调查法考察高中生学业压力、心理弹性、人格特质及其学校适应之间的相互作用机制。本研究得到的结论如下:(1)高中生的学业压力在年级、家庭居住地上存在显著差异;(2)高中生的心理弹性在年级、是否独生子女、家庭居住地、学校类型上存在显著差异;(3)高中生的人格外向性在性别、年级、是否独生子女、家庭居住地、学校类型上存在显著差异;(4)高中生的人格情绪性在性别、家庭居住地上存在显著差异;(5)高中生的学校适应在年级、是否独生子女、家庭居住地及学校类型上存在显著差异;(6)高中生的自我压力、教师压力、社交压力、心理弹性的支持力、人格外向性及人格情绪性可以显著预测高中生的学校适应;(7)在学业压力与学校适应中心理弹性起到中介作用;(8)在学业压力与学校适应中,人格特质(外向性和情绪性)起中介作用;(9)在学业压力、心理弹性、人格外向性、人格情绪性及学校适应的结构方程模型中,心理弹性—外向性、心理弹性—情绪性均起着中介作用。
[Abstract]:Generally speaking, moderate academic pressure can stimulate students' learning motivation and improve their learning initiative and learning efficiency. However, excessive academic stress may lead to poor academic adaptation, lower learning efficiency, and even serious psychological problems and behavioral events. Under the severe background of exam-oriented education, high school students generally have great academic pressure, which may cause some high school students to adapt poorly. However, not all high school students under high academic stress will lead to poor school adaptation, among which some personality factors may play an intermediary role. Through previous literature research, this study suggests that the factors of psychological elasticity and some basic personality factors may play an important role in mediating regulation. On the basis of literature review, this study investigated the interaction mechanism of academic stress, psychological elasticity, personality traits and school adaptation among senior high school students by questionnaire. The conclusions of this study are as follows: 1) the academic stress of high school students is in grade, and there are significant differences in family residence. 2) the psychological resilience of high school students is in grade, whether the only child is the only child, where the family lives. There was significant difference in school type (3) the personality extroversion of high school students was in gender, grade, whether only child, family residence, school type there was significant difference in personality emotion of high school students in gender. There are significant differences in the family residence. (5) the school adaptability of high school students in grade, whether the only child is the only child, the significant difference in the family residence and the school type (6) the high school students' self pressure, teacher pressure, social pressure. The supportive ability of psychological elasticity, personality extroversion and personality emotion can significantly predict the school adaptation of high school students.) it plays an intermediary role in academic stress and school adaptation. Personality traits (extroversion and emotionality) play an intermediary role in the structural equation models of academic stress, psychological elasticity, personality extroversion, personality emotion and school adaptation. Both psychological elasticity and emotion play an intermediary role.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】