高一学生主观幸福感对数学学习成绩的影响

发布时间：2018-03-03 07:13

本文选题：量表　切入点：主观幸福感　出处：《中央民族大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着人们生活水平的逐渐提高,很多人从追求物质世界的满足发展为追求精神世界的满足,幸福感一度成为人们提及最多的词汇。与此同时,与主观幸福感有关的研究也受到越来越多人们的关注。但是,国内对中学生尤其是高一学生主观幸福感的研究非常少,主观幸福感对数学学习成绩影响的研究更少。本文选取了 Opdenakker 和 VanDamme 开发的 Loso-well-being 量表(包含61个项目,八个维度:师生关系、课堂注意力、对学校满意度、学业自我概念、同伴关系、学习兴趣、对待家庭作业的态度、学习动机),用以分析高一学生的主观幸福感,并进一步分析其与数学学习成绩的关系,以此得出主观幸福感对数学学习成绩的影响作用。本研究以江苏某校高一年级187名学生(其中男生108名,女生79名)为研究对象,主要探究下面三个方问题:(1)高一学生主观幸福感现状如何?(2)高一学生主观幸福感是否存在性别差异?(3)高一学生主观幸福感对数学学习成绩是否存在影响?如果存在,那么高一学生的主观幸福感对数学学习成绩有怎样的影响?通过研究,本文主要得到如下结论:(1)高一学生整体的主观幸福感处于一个相对较好的水平,大多数学生主观幸福感的均值在3.53左右,主观幸福感较高或较低的学生较少。(2)高一学生主观幸福感在"学业自我概念"、"课堂注意力"和"对待家庭作业态度"三个维度的均值低于高一学生主观幸福感整体的均值水平。(3)女生整体的主观幸福感均值大于男生整体的主观幸福感均值,尤其在"课堂注意力"和"对待家庭作业态度"两个维度上具有显著性性别差异。(4)高一学生主观幸福感对数学学习成绩存在影响作用,"学业自我概念"、"课堂注意力"、"师生关系"、"对学校满意度"四个维度上对数学学习成绩有积极的影响作用。通过分析高一学生主观幸福感对数学学习成绩的影响,有助于学生形成相对稳定的情感认知和体验,能帮助学校和教师从学生情感发展方面了解影响数学学习成绩的因素,从而帮助高一学生提高数学学习成绩。
[Abstract]:With the gradual improvement of people's living standards, many people from the pursuit of the material world of satisfaction to the pursuit of the spiritual world of satisfaction, happiness once became the most mentioned words. At the same time, Research on subjective well-being has also attracted more and more attention. However, there are very few studies on subjective well-being among middle school students, especially senior high school students in China. The Loso-well-being scale developed by Opdenakker and VanDamme (including 61 items, eight dimensions: teacher-student relationship, classroom attention, school satisfaction, academic self-concept) was selected. Peer relationships, learning interests, attitudes towards homework, and learning motivation are used to analyze the subjective well-being of junior high school students, and to further analyze their relationship with math achievement. In this study, 187 senior high school students (108 boys and 79 girls) in a senior high school in Jiangsu province were studied. What is the current situation of subjective Well-being of Senior one students? (2) are there gender differences in subjective well-being of senior one students? (3) does the subjective Well-being of Senior one students have an effect on the Mathematics academic Achievement? If so, how does the subjective well-being of the senior high school students affect their mathematics achievement? Through the research, the main conclusions of this paper are as follows: 1) the overall subjective well-being of the first year students is at a relatively good level, and the average of the subjective well-being of most students is about 3.53. Students with higher or lower subjective well-being were less than those with higher subjective well-being.) the mean of subjective well-being in the three dimensions of "academic self-concept", "classroom attention" and "attitude towards homework" was lower than that of freshman students. The average body level of female students is higher than that of boys. (3) the average subjective well-being of female students is higher than that of boys. Especially in the two dimensions of "classroom attention" and "attitude towards homework", there is a significant gender difference.) the subjective well-being of senior one students has an effect on their mathematics achievement, "academic self-concept", "classroom attention", "classroom attention", "academic self-concept", "classroom attention", "academic self-concept", "classroom attention". "Power", "teacher-student relationship" and "school satisfaction" have positive effects on mathematics achievement. It is helpful for students to form a relatively stable emotional cognition and experience, to help schools and teachers to understand the factors that affect mathematics learning achievement from the aspect of students' emotional development, and thus to help senior one students to improve their mathematics learning achievement.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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