本文選題：自我概念 + 教師互動方式��； 參考：《南京師范大學(xué)》2012年碩士論文

【摘要】：本研究旨在探討中學(xué)生自我概念、教師互動方式和學(xué)習(xí)適應(yīng)三個概念之間的關(guān)系,重點研究自我概念在教師互動方式與學(xué)習(xí)適應(yīng)之間的中介效應(yīng)。首先對自我概念、教師互動方式和學(xué)習(xí)適應(yīng)三方面的相關(guān)研究進(jìn)行了理論綜述,其次是對三者特點及兩兩關(guān)系進(jìn)行了系統(tǒng)的研究,最后,研究自我概念的中介作用。本研究選取江蘇省四所全日制中學(xué)906名學(xué)生作為被試,采用問卷調(diào)查的方式,運用相關(guān)、回歸、多層線性模型和結(jié)構(gòu)方程等統(tǒng)計方法,考察中學(xué)生自我概念在教師互動方式與學(xué)習(xí)適應(yīng)之間的中介效應(yīng)。研究結(jié)果得出： 1.中學(xué)生自我概念存在顯著的性別和年級差異。 2.教師互動方式存在顯著的性別差異和年級差異。 3.中學(xué)生學(xué)習(xí)適應(yīng)存在顯著的性別和年級差異。 4.在相關(guān)分析上,自我概念的各維度、學(xué)習(xí)適應(yīng)的各維度與教師互動方式的領(lǐng)導(dǎo)的、幫助的、理解的、學(xué)生自主的和嚴(yán)格的這五個分量表存在顯著的正相關(guān),與缺乏主見的、不滿的和訓(xùn)誡的這三個分量表存在顯著的負(fù)相關(guān)。自我概念與學(xué)習(xí)適應(yīng)存在著顯著的正相關(guān)。 在回歸分析方面,在個體水平上,教師互動方式的兩個維度“支配－順從”和“友善－敵對”維度均對自我概念和學(xué)習(xí)適應(yīng)有直接的預(yù)測作用,在班級水平上,教師互動方式對自我概念沒有預(yù)測作用,而教師互動方式的“友善－敵對”維度對學(xué)習(xí)適應(yīng)的學(xué)習(xí)態(tài)度、學(xué)習(xí)技術(shù)、學(xué)習(xí)環(huán)境有顯著的預(yù)測作用,教師互動方式的“支配－順從”維度對學(xué)習(xí)適應(yīng)的學(xué)習(xí)環(huán)境因子存在預(yù)測作用。中學(xué)生的自我概念對學(xué)習(xí)適應(yīng)具有顯著的預(yù)測作用。其中,自我行動和自我認(rèn)同對學(xué)習(xí)態(tài)度、學(xué)習(xí)技術(shù)、學(xué)習(xí)環(huán)境以及學(xué)習(xí)適應(yīng)總分都有較好的預(yù)測作用,自我概念中的自我行動因子對心身健康有預(yù)測作用。 5.自我概念在教師互動方式的兩個維度與學(xué)習(xí)適應(yīng)之間起部分中介作用,中介效應(yīng)占總效應(yīng)的比率為41.5%和以0.5%。說明,教師互動方式能夠通過自我概念間接的預(yù)測學(xué)習(xí)適應(yīng)。自我行動在教師互動方式的兩個維度與學(xué)習(xí)適應(yīng)之間起部分中介作用,中介率為38.7%和41.3%。自我認(rèn)同在教師互動方式的兩個維度與學(xué)習(xí)適應(yīng)之間起部分中介作用,中介率為9.1%和6.8%。
[Abstract]:The purpose of this study is to explore the relationship among the three concepts of middle school students' self-concept, teacher's interaction style and learning adaptation, and to study the intermediary effect of self-concept between teacher's interaction style and learning adaptation. First of all, this paper makes a theoretical review of the three aspects of self-concept, teacher interaction and learning adaptation, and then makes a systematic study on the characteristics of the three aspects and the relationship between them. Finally, it studies the intermediary role of self-concept. In this study, 906 students from four full-time middle schools in Jiangsu Province were selected as subjects. The questionnaire survey was conducted with the statistical methods of correlation, regression, multilayer linear model and structural equation. This paper investigates the intermediary effect of middle school students' self-concept between teachers' interaction style and learning adaptation. The results are as follows: 1. There are significant gender and grade differences in self concept of middle school students. 2. There are significant gender differences and grade differences in teacher interaction style. 3. 3. There are significant gender and grade differences in learning adaptation of middle school students. 4. In the correlation analysis, there is a significant positive correlation between the dimensions of self-concept, the dimensions of learning adaptation and the leadership, help, understanding, student autonomy and rigor of the five subscales. There was a significant negative correlation between the three subscales of dissatisfaction and admonition. There is a significant positive correlation between self-concept and learning adaptation. In regression analysis, at the individual level, the two dimensions of teacher interaction style, "dominant-compliance" and "friendly-hostile", have direct predictive effects on self-concept and learning adaptation, and on the class level. Teacher interaction has no predictive effect on self-concept, but the "friendliness and hostility" dimension of teacher interaction has a significant predictive effect on learning attitude, learning technology and learning environment. The "dominant-compliance" dimension of teachers' interaction mode can predict the learning environment factors of learning adaptation. The self-concept of middle school students has a significant predictive effect on learning adaptation. Among them, self-action and self-identity have good predictive effect on learning attitude, learning technology, learning environment and total score of learning adaptation, and self-action factors in self-concept can predict psychosomatic health. Self-concept plays an intermediary role between the two dimensions of teacher interaction and learning adaptation. The ratio of intermediary effect to total effect is 41.5% and 0.5%. It shows that teacher interaction can indirectly predict learning adaptation through self-concept. Self-action plays an intermediary role between the two dimensions of teachers' interaction style and learning adaptation, and the mediation rates are 38.7% and 41.33.00% respectively. Self-identity plays an intermediary role between the two dimensions of teachers' interaction style and learning adaptation, and the mediation rates are 9.1% and 6.8% respectively.
【學(xué)位授予單位】：南京師范大學(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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