高中理科資優(yōu)生學(xué)業(yè)自我概念的特點(diǎn)及影響因素的研究
發(fā)布時(shí)間：2018-11-27 18:48
【摘要】：學(xué)業(yè)是學(xué)生生活的主體，，是學(xué)校教學(xué)的核心任務(wù)，在學(xué)校中，學(xué)業(yè)成績(jī)是學(xué)生發(fā)展及成長(zhǎng)的一個(gè)重要評(píng)估指標(biāo)，成為學(xué)校、家庭和學(xué)生關(guān)注的重點(diǎn)，與學(xué)業(yè)相伴隨的內(nèi)心體驗(yàn)──學(xué)業(yè)自我成為研究焦點(diǎn)。選取在家庭與學(xué)校寄予厚望，雙重認(rèn)可的理科資優(yōu)生作為研究對(duì)象，編制立足于本土文化的一般學(xué)業(yè)自我概念量表，對(duì)高中理科資優(yōu)生的學(xué)業(yè)自我概念的特點(diǎn)及影響因素進(jìn)行系統(tǒng)研究對(duì)中學(xué)的教育教學(xué)實(shí)踐及中國(guó)的家庭教育都具有重要的理論與實(shí)際意義。 采用訪談法和問(wèn)卷調(diào)查法對(duì)高中理科資優(yōu)生的學(xué)業(yè)自我概念的特點(diǎn)及其影響因素進(jìn)行研究。首先，通過(guò)開(kāi)放式調(diào)研問(wèn)卷，并依據(jù)國(guó)際國(guó)內(nèi)的相關(guān)量表編制中學(xué)生一般學(xué)業(yè)自我概念量表，采用探索性因素分析得到學(xué)業(yè)情感、學(xué)業(yè)行為、學(xué)業(yè)能力和學(xué)業(yè)成就四個(gè)因素。其次，使用自編的一般學(xué)業(yè)自我概念量表，父母教養(yǎng)方式評(píng)價(jià)量表（EMBU）和中學(xué)生心理健康診斷測(cè)驗(yàn)（MHT），以吉林、黑龍江兩省的高中生為樣本，將理科資優(yōu)生與普通學(xué)生進(jìn)行對(duì)比，探索理科資優(yōu)生的一般學(xué)業(yè)自我概念的特點(diǎn)及家庭、心理素質(zhì)因素對(duì)學(xué)業(yè)自我概念的影響。最后采用相關(guān)分析和多元回歸分析探討學(xué)業(yè)自我概念、家庭教養(yǎng)方式與心理素質(zhì)的相互關(guān)系。 研究的目的是發(fā)現(xiàn)理科資優(yōu)生學(xué)業(yè)自我概念特點(diǎn)的獨(dú)特性和普遍性，以及家庭教養(yǎng)方式和心理素質(zhì)兩個(gè)因素對(duì)學(xué)業(yè)自我概念的影響，期望對(duì)基礎(chǔ)教育領(lǐng)域內(nèi)資優(yōu)學(xué)生的培養(yǎng)提供啟示作用，為資優(yōu)兒童的可持續(xù)發(fā)展探索規(guī)律，為常態(tài)教育中的學(xué)生培養(yǎng)及發(fā)展提供借鑒。 研究結(jié)果表明: 1．本研究自編的高中生一般學(xué)業(yè)自我概念量表信、效度基本達(dá)到測(cè)驗(yàn)編制的要求，一般學(xué)業(yè)自我概念主要包含學(xué)業(yè)能力、學(xué)業(yè)情感、學(xué)業(yè)行為和學(xué)業(yè)成就四個(gè)因素。 2．理科資優(yōu)生的學(xué)業(yè)自我概念水平不高，基本上處于中等偏上的水平，支持了“大魚(yú)小池”效應(yīng)。性別因素對(duì)理科資優(yōu)生的學(xué)業(yè)自我概念水平影響并不明顯。 將理科資優(yōu)生與普通學(xué)生的一般學(xué)業(yè)自我概念進(jìn)行比較，理科資優(yōu)生具有較高水平的學(xué)業(yè)自我概念，更喜歡學(xué)習(xí)、投入更多、能力更強(qiáng)，并且學(xué)習(xí)行為更主動(dòng)。 3．理科資優(yōu)生與普通學(xué)生母親教養(yǎng)方式無(wú)顯著差別，但是父親教養(yǎng)方式對(duì)理科資優(yōu)生的影響更明顯。 理科資優(yōu)生與普通學(xué)生相比，理科資優(yōu)生一般自我學(xué)業(yè)概念與父母教養(yǎng)方式積極關(guān)系更多，父母教養(yǎng)方式的作用比普通學(xué)生父母教養(yǎng)方式的作用更大。 4．通過(guò)父母教養(yǎng)方式的聚類(lèi)分析，出現(xiàn)了三種家庭教養(yǎng)類(lèi)型：一是民主教養(yǎng)型，二是控制型教養(yǎng)方式，三是嚴(yán)厲型教養(yǎng)方式。三種教養(yǎng)方式對(duì)學(xué)生的一般學(xué)業(yè)自我概念具有顯著影響。無(wú)論是理科資優(yōu)組還是普通學(xué)生組，控制型父母教養(yǎng)方式作用最好，嚴(yán)厲型父母教養(yǎng)方式作用最差，民主型介于二者之間。 5．理科資優(yōu)生的心理素質(zhì)對(duì)其學(xué)業(yè)自我概念的四個(gè)維度均有較大的影響，但是理科資優(yōu)生的學(xué)業(yè)自我概念相對(duì)穩(wěn)定，只有身體癥狀較差時(shí)才會(huì)對(duì)學(xué)業(yè)能力與學(xué)業(yè)成就兩個(gè)維度產(chǎn)生實(shí)質(zhì)性的影響。普通學(xué)生的心理素質(zhì)影響到學(xué)業(yè)自我概念維度少一些，但產(chǎn)生了明顯的影響。
[Abstract]:The study is the subject of the student's life. It is the core task of the school teaching. In the school, the academic achievement is an important evaluation index of the student's development and growth, and becomes the focus of the school, family and student's attention. A general academic self-concept scale based on the local culture is prepared by selecting the science-funded students with high expectations and double-approval in the family and the school as the research object. The study of the characteristics and influencing factors of the academic self-concept of the high school science-funded students has important theoretical and practical significance to the teaching practice of the middle school and the family education in China. The Study of the Characteristics of the Academic Self-concept and the Influencing Factors of the Senior High School Students by Using the Interview Method and the Questionnaire First, through the open research questionnaire, and according to the relevant scale of the international situation, the general academic self-concept scale of the middle school students is prepared, and four factors, such as the academic emotion, the academic behavior, the academic ability and the academic achievement, are obtained through the exploratory factor analysis. Secondly, using the self-made general academic self-concept scale, the parental rearing pattern evaluation scale (EMBU) and the middle school students' mental health diagnosis test (MHT), the high school students in the two provinces of Jilin and Heilongjiang are the samples, and the science-funded students are compared with the normal students. The characteristics of the general academic self-concept and the influence of family and psychological quality on the self-concept of the study are explored. Finally, the correlation analysis and multiple regression analysis are used to study the relationship between the academic self-concept, the way of family culture and the psychological quality. The purpose of the study is to find the uniqueness and universality of the characteristics of the self-concept of the science-funded students, as well as the influence of the two factors of family rearing style and psychological quality on the academic self-concept. To provide a loan for the cultivation and development of the students in the normal education by exploring the law of the sustainable development of the gifted children A. Results of the study The results show that: 1. The self-made self-self-concept scale of high school students in this study has basically reached the requirements of the test, and the general academic self-concept mainly includes the academic ability, the academic emotion, the academic behavior and the academic achievement. 2. The level of the academic self-concept of the science-funded students is not high, it is basically at the middle level, and it supports the "small fish bond" effect. The effect of gender on the level of the self-concept of the science-funded students Compared with the general academic self-concept of the ordinary students, the science-funded student has a higher level of academic self-concept, more learning, more input, stronger ability, and learning The behavior is more active. 3. There is no significant difference in the way of the education of the science-funded students and the general students, but the father's way of education is superior to the science. The effect of science-management is more obvious than that of ordinary students. The effect of the method is greater. 4. The cluster analysis of the parenting style of the parents shows three types of family education: one is the type of democracy, two is the control type, and the third is the control type. It is a severe type of breeding. The three kinds of breeding methods are to the students' general academic self. The concept has a significant effect. In either the science-or general-class group, the control-type parenting style is the best, the severe type of parental rearing is the worst, the people The main type is between the two. 5. The psychological quality of the science-funded students has a great influence on the four dimensions of their academic self-concept, but the self-concept of the science-funded students is relatively stable, and only two dimensions of the academic ability and the academic achievement can be achieved only when the physical symptoms are poor The influence of the quality of the general students is less than that of the academic self-concept.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：B844.2
本文編號(hào)：2361718
[Abstract]:The study is the subject of the student's life. It is the core task of the school teaching. In the school, the academic achievement is an important evaluation index of the student's development and growth, and becomes the focus of the school, family and student's attention. A general academic self-concept scale based on the local culture is prepared by selecting the science-funded students with high expectations and double-approval in the family and the school as the research object. The study of the characteristics and influencing factors of the academic self-concept of the high school science-funded students has important theoretical and practical significance to the teaching practice of the middle school and the family education in China. The Study of the Characteristics of the Academic Self-concept and the Influencing Factors of the Senior High School Students by Using the Interview Method and the Questionnaire First, through the open research questionnaire, and according to the relevant scale of the international situation, the general academic self-concept scale of the middle school students is prepared, and four factors, such as the academic emotion, the academic behavior, the academic ability and the academic achievement, are obtained through the exploratory factor analysis. Secondly, using the self-made general academic self-concept scale, the parental rearing pattern evaluation scale (EMBU) and the middle school students' mental health diagnosis test (MHT), the high school students in the two provinces of Jilin and Heilongjiang are the samples, and the science-funded students are compared with the normal students. The characteristics of the general academic self-concept and the influence of family and psychological quality on the self-concept of the study are explored. Finally, the correlation analysis and multiple regression analysis are used to study the relationship between the academic self-concept, the way of family culture and the psychological quality. The purpose of the study is to find the uniqueness and universality of the characteristics of the self-concept of the science-funded students, as well as the influence of the two factors of family rearing style and psychological quality on the academic self-concept. To provide a loan for the cultivation and development of the students in the normal education by exploring the law of the sustainable development of the gifted children A. Results of the study The results show that: 1. The self-made self-self-concept scale of high school students in this study has basically reached the requirements of the test, and the general academic self-concept mainly includes the academic ability, the academic emotion, the academic behavior and the academic achievement. 2. The level of the academic self-concept of the science-funded students is not high, it is basically at the middle level, and it supports the "small fish bond" effect. The effect of gender on the level of the self-concept of the science-funded students Compared with the general academic self-concept of the ordinary students, the science-funded student has a higher level of academic self-concept, more learning, more input, stronger ability, and learning The behavior is more active. 3. There is no significant difference in the way of the education of the science-funded students and the general students, but the father's way of education is superior to the science. The effect of science-management is more obvious than that of ordinary students. The effect of the method is greater. 4. The cluster analysis of the parenting style of the parents shows three types of family education: one is the type of democracy, two is the control type, and the third is the control type. It is a severe type of breeding. The three kinds of breeding methods are to the students' general academic self. The concept has a significant effect. In either the science-or general-class group, the control-type parenting style is the best, the severe type of parental rearing is the worst, the people The main type is between the two. 5. The psychological quality of the science-funded students has a great influence on the four dimensions of their academic self-concept, but the self-concept of the science-funded students is relatively stable, and only two dimensions of the academic ability and the academic achievement can be achieved only when the physical symptoms are poor The influence of the quality of the general students is less than that of the academic self-concept.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：B844.2
【引證文獻(xiàn)】
相關(guān)期刊論文 前1條
1 李振興;李玉姣;王歡;鄒文謙;郭成;;學(xué)業(yè)自我概念發(fā)展中的大魚(yú)小池效應(yīng)[J];心理科學(xué)進(jìn)展;2013年05期
本文編號(hào)：2361718
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