本文關(guān)鍵詞： Burnett自我對話問卷 自我對話 學(xué)業(yè)自我概念 自尊　出處：《西北師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：初中生學(xué)習(xí)任務(wù)繁重，心理壓力大，對待學(xué)習(xí)能力有自己獨特的態(tài)度，反映在關(guān)于學(xué)習(xí)的自我對話中，可以看出學(xué)生是否經(jīng)常的把自己當(dāng)做認識的客體及其學(xué)習(xí)態(tài)度是積極的還是消極的。不同效價的自我對話對學(xué)生的學(xué)業(yè)自我概念和自尊有不同的影響。選取針對學(xué)習(xí)中的自我對話調(diào)查問卷進行修訂，以探討初中生自我對話的特點、自我對話與學(xué)業(yè)自我概念和自尊的關(guān)系，以及如何通過改變學(xué)生自我對話的習(xí)慣和效價，更好的幫助學(xué)生成為積極的學(xué)習(xí)者。 在三所學(xué)校隨機抽取被試，修訂了國外的自我對話問卷。其次，采用問卷調(diào)查了初中生的自我對話、學(xué)業(yè)自我概念和自尊。使用方差分析、相關(guān)及回歸等統(tǒng)計方法分析了初中生的自我對話、學(xué)業(yè)自我概念和自尊的一般情況；快班和慢班學(xué)生的自我對話、學(xué)業(yè)自我概念和自尊的差異；自我對話與學(xué)業(yè)自我概念和自尊的關(guān)系；不同效價的自我對話和自尊對學(xué)業(yè)自我概念的預(yù)測力。 綜合研究的結(jié)果，得出以下結(jié)論： （1）修訂的自我對話問卷有良好的信度和效度，可以用來測量中學(xué)生關(guān)于學(xué)業(yè)的自我對話的效價和頻率，也證實了自我對話的兩維模型。 （2）八年級男生由于對自我評價不穩(wěn)定、學(xué)習(xí)和社會壓力增大等原因，其消極的自我對話最多，九年級時學(xué)生對自我的認識趨于穩(wěn)定，，消極的自我對話再次減少。女生的消極的自我對話在年級上的差異不顯著。男生和女生積極的自我對話都不存在年級上的差異。 （3）初中男生和女生積極的自我對話的使用頻率相當(dāng)，且各個年級的積極的自我對話的使用頻率也相當(dāng)。七年級學(xué)生的消極的自我對話顯著的少于八年級學(xué)生的消極的自我對話；消極的自我對話在性別上不存在顯著差異。 （4）受入學(xué)時過度積極的自我評價、學(xué)業(yè)壓力、社會壓力的影響，學(xué)生在八年級時學(xué)業(yè)自我概念表現(xiàn)出下降的趨勢。學(xué)業(yè)自我概念不存在性別上的顯著差異。 （5）七年級的學(xué)生受成功入學(xué)的情緒影響，表現(xiàn)出高的狀態(tài)自尊。八年級和九年級學(xué)生的認知能力更加成熟，自我價值感有顯著的下降。九年級男生因為數(shù)學(xué)和空間認知能力的優(yōu)勢，其自尊高于女生的自尊。 （6）學(xué)業(yè)自我概念對積極的自我對話有正相關(guān)，和消極的自我對話有負相關(guān)。 （7）自尊和自我對話對學(xué)業(yè)自我概念的預(yù)測力由大到小依次是消極的自我對話、自尊和積極的自我對話。
[Abstract]:Junior high school students have their own unique attitude towards learning ability, which is reflected in the self-dialogue about learning. It can be seen whether the students often regard themselves as the object of cognition and whether their learning attitude is positive or negative. Different self-dialogues have different effects on students' academic self-concept and self-esteem. The self-dialogue questionnaire in learning is revised. In order to explore the characteristics of self-dialogue among junior high school students, the relationship between self-dialogue and academic self-concept and self-esteem, and how to help students become active learners by changing the habit and titer of self-dialogue. Subjects were randomly selected in three schools to revise the questionnaire of self-dialogue in foreign countries. Secondly, self-dialogue, academic self-concept and self-esteem of junior high school students were investigated by using ANOVA. Correlation and regression statistical methods were used to analyze the general situation of self-dialogue, academic self-concept and self-esteem of junior high school students. The self-dialogue between the fast class and the slow class, the difference of academic self-concept and self-esteem; The relationship between self-dialogue and academic self-concept and self-esteem; Prediction of academic self-concept by self-dialogue and self-esteem with different potency. Based on the results of the study, the following conclusions are drawn: 1) the revised self-dialogue questionnaire has good reliability and validity, which can be used to measure the titer and frequency of self-dialogue in middle school students. It also confirms the two-dimensional model of self-dialogue. (2) because of the instability of self-evaluation, the increasing of learning and social pressure, the male students in Grade 8 had the most negative self-dialogue, and the self-cognition of the students in Grade 9 tended to be stable. Negative self-dialogue is reduced again. There is no significant difference in the grade of negative self-dialogue between girls and boys. There is no difference in grade between boys and girls in positive self-dialogue. (3) male and female students in junior high school use the same frequency of active self-dialogue. The use frequency of positive self-dialogue in each grade is also equal. The negative self-dialogue of the seventh grade students is significantly less than that of the eighth grade students; There is no significant gender difference in negative self-dialogue. (4) influenced by excessive positive self-evaluation, academic pressure and social pressure. Students' academic self-concept showed a downward trend in grade eight, and there was no significant gender difference in academic self-concept. (5) students in Grade 7 were influenced by the emotion of successful entrance and showed high state self-esteem. The cognitive ability of students in Grade 8 and Grade 9 was more mature. There was a significant decline in self-worth. Due to the advantages of mathematics and spatial cognitive ability, the self-esteem of boys in Grade 9 was higher than that of girls. 6) academic self-concept has positive correlation with positive self-dialogue and negative correlation with negative self-dialogue. 7) the predictive power of self-esteem and self-dialogue to academic self-concept is negative self-dialogue, self-esteem and positive self-dialogue.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：B844.2

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