初中生学习倦怠的影响因素及干预研究

发布时间：2018-07-01 08:03

本文选题：学习倦怠 + 时间管理倾向　；参考：《上海师范大学》2017年硕士论文

【摘要】：本研究通过问卷法对597名在校中学生的学习倦怠、时间管理倾向、学业效能感已经领悟社会支持进行调查,结果表明:(1)中学生存在学习倦怠感,时间管理倾向均、学业效能感与领悟社会支持处于中等程度范围。(2)总体上,中学生学习倦怠、时间管理倾向、学业自我效能感和领悟社会支持上存在显著性别差异。(3)在是否独生子女上,中学生学习倦怠、学业效能感和领悟社会支持无显著差异,而时间管理倾向总分上存在显著差异,独生子女时间管理倾向得分高于非独生子女。(4)在是否担任班干部上,中学生学习倦怠、时间管理倾向、学业自我效能感和领悟社会支持上存在高度显著差异,担任过班干部的学生表现优于没担任过班干部的。(5)总体上除了领悟社会支持各维度和时间管理倾向总分上年级差异不显著以外,中学生学习倦怠和学业自我效能感都存在高度显著差异。(6)学习倦怠总体及各维度与自我效能、社会关系和时间管理的总体及各维度间都呈显著负相关,而自我效能、社会关系和时间管理的总体及各维度间都呈正相关,且相关性显著。(7)学业自我效能感在时间管理倾向和学习倦怠之间具有中介作用,而领悟社会支持在时间管理倾向对学习倦怠的路径上存在调节作用,对自我效能的中介路径存在调节作用。(8)实验表明,在进行中学生时间管理倾向训练的同时,从提高社会支持感受增强学业效能感入手,通过培养和提高学生应对学业压力的能力来降低其学习倦怠水平的干预策略是非常有效的。最后,根据所得结论提出几点建议,并指出本研究的价值与不足,为后续研究做铺垫。
[Abstract]:This study investigated 597 middle school students' learning burnout, time management tendency, academic efficacy and perceived social support by questionnaire. The results showed that: (1) Middle school students had a sense of learning burnout, and all of them had a tendency of time management. (2) in general, there were significant gender differences in learning burnout, time management tendency, academic self-efficacy and perceived social support among middle school students. There was no significant difference in learning burnout, academic efficacy and perceived social support among middle school students, but there was significant difference in the total score of time management tendency, and the score of time management tendency of the only child was higher than that of the non-only child. (4) whether to be a class cadre or not, There were significant differences in learning burnout, time management tendency, academic self-efficacy and perceived social support among middle school students. The students who had served as class cadres performed better than those who had not served as class cadres. (5) in general, there was no significant difference in the overall scores of social support dimensions and time management tendencies in the upper grade. There were significant differences between learning burnout and academic self-efficacy of middle school students. (6) overall learning burnout and its dimensions were negatively correlated with self-efficacy, social relations and time management, but self-efficacy. There was a positive correlation between the overall and the dimensions of social relations and time management, and the correlation was significant. (7) academic self-efficacy played an intermediary role between time management tendency and learning burnout. However, the perceived social support can regulate the path of learning burnout in time management tendency and the intermediary path of self-efficacy. (8) the experiment shows that the training of time management tendency of middle school students is carried out at the same time. It is very effective to improve the sense of social support and enhance the sense of academic efficacy by cultivating and improving the ability of students to cope with academic stress to reduce their learning burnout level. Finally, some suggestions are put forward according to the conclusions, and the value and deficiency of this study are pointed out, which will pave the way for further research.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.0

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