本文選題：成就動(dòng)機(jī) + 自我管理能力��； 參考：《濟(jì)南大學(xué)》2012年碩士論文

【摘要】：目前，自我管理在諸多領(lǐng)域都受到了重視和研究，但學(xué)術(shù)界研究的多是企業(yè)管理中員工的自我管理和醫(yī)療服務(wù)系統(tǒng)中慢性疾病病員的健康自我管理。其他在教育領(lǐng)域中，對(duì)學(xué)前兒童和大學(xué)生的自我管理研究相對(duì)較多，涉及范圍也較廣，但針對(duì)中學(xué)生特別是高中生的研究還比較少。本文根據(jù)已有的大學(xué)生自我管理量表修訂了適用于我國(guó)高中生的自我管理量表，同時(shí)對(duì)高中生的自我管理的特點(diǎn)進(jìn)行了分析，在此基礎(chǔ)上又研究了高中生成就動(dòng)機(jī)、自我管理能力與學(xué)業(yè)成績(jī)的關(guān)系。得到以下結(jié)論： 1.國(guó)內(nèi)高中生自我管理能力結(jié)構(gòu)可分為:組織計(jì)劃、研究思考能力、思想交流能力、資源利用、學(xué)習(xí)管理、自我控制、觀念意識(shí)、工作管理、人際交往、趨勢(shì)需要、自我效能、自我表現(xiàn)和身體管理、觀念意識(shí)等13個(gè)維度。它們基本涵蓋了高中生自我管理能力結(jié)構(gòu)的各個(gè)方面，據(jù)此我們編制了13個(gè)分量。經(jīng)過(guò)對(duì)量表進(jìn)行驗(yàn)證性因素分析顯示結(jié)構(gòu)合理，全量表主要測(cè)量了高中生在學(xué)習(xí)的自我管理、資源利用及個(gè)人生活方面的自我管理能力。在不同年級(jí)、不同性別、不同生源地的高中生中具有穩(wěn)定性。 2.修訂后的高中生自我管理能力量表具有良好的信度和效度。內(nèi)部一致性系數(shù)都在0.70以上，總量表的內(nèi)部一致性系數(shù)達(dá)到0.926；各維度的克隆巴赫α系數(shù)均在0.70以上，總量表的兩項(xiàng)指標(biāo)達(dá)到0.90以上，表明該量表內(nèi)部有較好的同質(zhì)性；重測(cè)信度的范圍在0.934-0.972之間，，這說(shuō)明量表具有較好的重測(cè)信度。各分量表之間的相關(guān)系數(shù)為0.143～0.468，各分量表與總量表相關(guān)系數(shù)為0.422～0.667。各分量表與總量表的相關(guān)超過(guò)各分量表間的相關(guān)說(shuō)明量表結(jié)構(gòu)效度良好。 3.高中生自我管理能力存在顯著的年級(jí)差異。從總體上來(lái)說(shuō)，高三學(xué)生自我管理能力的得分要高于高一新生。只是在人際公關(guān)、自我效能、自我表現(xiàn)維度上低于高一學(xué)生的平均得分。這符合中學(xué)階段學(xué)生的自我管理能力水平總體上隨年齡和經(jīng)驗(yàn)增加而增長(zhǎng)的假設(shè)，但由于高三階段面臨高考，學(xué)生把精力都投入到學(xué)習(xí)中，加之情緒焦慮，所以在人際公關(guān)、自我表現(xiàn)上得分略低，另外，大部分學(xué)生沒(méi)有達(dá)到期望的學(xué)習(xí)效果，可導(dǎo)致自我效能感也會(huì)降低。 4.不同性別高中生自我管理能力總體上沒(méi)有顯著差異。城市學(xué)生在總分、研究思考、資源利用、人際交往、自我表現(xiàn)與身體管理和觀念意識(shí)等方面的得分均高于農(nóng)村學(xué)生，且差異顯著，其中在研究思考、觀念意識(shí)與自我表現(xiàn)與觀念意識(shí)等方面差異非常顯著：農(nóng)村學(xué)生在自我控制維度高于城市學(xué)生，且差異較顯著。另外農(nóng)村學(xué)生在組織計(jì)劃、自我效能等維度高于城市學(xué)生，城市學(xué)生在思想交流、學(xué)習(xí)管理、工作態(tài)度和趨勢(shì)需要等方面高于農(nóng)村學(xué)生，但差異均不顯著。 5.成就動(dòng)機(jī)與自我管理能力之間存在低程度的相關(guān)，沒(méi)有顯著性。 6.成就動(dòng)機(jī)與學(xué)業(yè)成績(jī)存在顯著的正相關(guān)。成就動(dòng)機(jī)水平高的學(xué)生其學(xué)業(yè)成績(jī)也較好。 7.高三學(xué)生成就動(dòng)機(jī)與學(xué)業(yè)成績(jī)的相關(guān)系數(shù)高于高一學(xué)生，高三學(xué)生自我管理能力與學(xué)業(yè)成績(jī)的相關(guān)系數(shù)低于高一學(xué)生。 8.成就動(dòng)機(jī)對(duì)學(xué)業(yè)成績(jī)的解釋力呈增長(zhǎng)趨勢(shì)，而自我管理能力對(duì)學(xué)業(yè)成績(jī)的解釋力呈下降趨勢(shì)。即是說(shuō)，隨著學(xué)生學(xué)齡的增長(zhǎng)，自我管理能力對(duì)學(xué)業(yè)成績(jī)的影響力在下降，而成就動(dòng)機(jī)對(duì)學(xué)業(yè)成績(jī)的影響力逐步上升。
[Abstract]:At present, self management has been paid attention to and studied in many fields. However, most of the research in the academic circle is about the self management of employees in enterprise management and the health self management of chronic diseases in the medical service system. In other educational fields, the study of self management of preschool children and college students is relatively large and involves a wide range of research in the field of education. However, there are few studies on high school students, especially high school students. According to the existing self management scale of college students, this paper revises the self management scale suitable for high school students in China, and analyses the characteristics of high school students' self management. On this basis, it also studies the achievement motivation of high and middle school students, self management ability and academic achievement. The following conclusions are obtained:
1. the structure of self-management ability of high school students in China can be divided into 13 dimensions: organizing plan, studying thinking ability, thinking ability, resource utilization, learning management, self-control, concept consciousness, work management, interpersonal communication, trend needs, self-efficacy, self expression and physical management, concept consciousness and so on. They basically cover the high school students' self In all aspects of the management ability structure, we have compiled 13 components. Through the confirmatory factor analysis of the scale, the structure is reasonable and the full scale mainly measured the self management of high school students in learning, resource utilization and personal life. High school students in different grades, different sexes, and different sources of students are in the same grade. It has stability in it.
2. revised high school students' self-management ability scale has good reliability and validity. The internal consistency coefficient is above 0.70 and the internal consistency coefficient of the total amount table reaches 0.926; the clone Bach alpha coefficient of each dimension is above 0.70, and the two index of the total amount table is up to 0.90, indicating that there is a better homogeneity in the scale. The range of retest reliability is between 0.934-0.972, which shows that the scale has a good retest reliability. The correlation coefficient between each component table is 0.143 to 0.468, and the correlation coefficient of each component table and the aggregate table is 0.422 to 0.667., and the correlation between each subscale is better than the correlation table.
3. there are significant grade differences in self-management ability of high school students. In general, the score of self-management ability of senior high school students is higher than that of high freshmen. It is lower than the average score of high school students in interpersonal relations, self-efficacy and self-expression. This is in line with the age of middle school students. And the hypothesis that experience increases, but due to the high third stage of the college entrance examination, students put their energy into the study, and emotional anxiety, so in interpersonal relations, self-expression on a slightly lower score, in addition, most students do not achieve the desired effect of learning, and can lead to a sense of self-efficacy will be reduced.
4. there is no significant difference in the self-management ability of high school students of different sexes. The scores of urban students in total score, research thinking, resource utilization, interpersonal communication, self expression and physical management and concept consciousness are higher than those of rural students, and the differences are significant. The difference is very significant: the dimension of self-control in rural students is higher than that of urban students, and the difference is significant. In addition, the dimensions of rural students' organizational plan and self-efficacy are higher than those of urban students, and the urban students are higher than the rural students in ideological communication, learning management, work attitude and trend, but the differences are not significant.
5. there is a low degree of correlation between achievement motivation and self-management ability.
6. there is a significant positive correlation between achievement motivation and academic achievement. Students with high achievement motivation also have better academic performance.
The correlation coefficient of achievement motivation and academic achievement of 7. senior three students is higher than that of high school students. The correlation coefficient of self management ability and academic achievement of senior three students is lower than that of high school students.
8. the explanatory power of achievement motivation to academic achievement shows a trend of growth, while self management ability has a decline in academic performance. That is, the influence of self management ability on academic achievement decreases with the growth of students' school age, and the influence of achievement motivation on academic achievement is gradually increasing.
【學(xué)位授予單位】：濟(jì)南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：B844.2

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