【摘要】：學(xué)生在學(xué)習(xí)過程中難免會(huì)遇到一些自己難以解決的問題，所以學(xué)業(yè)求助在學(xué)生的學(xué)習(xí)生活中是比較普遍的。而學(xué)業(yè)求助是求助者和求助對(duì)象之間的一種社會(huì)性互動(dòng)，必然會(huì)受到社會(huì)目標(biāo)的影響,同時(shí)老師和同學(xué)作為學(xué)生的重要他人，師生關(guān)系、同伴關(guān)系也在一定程度上影響著他們?cè)谟龅嚼щy時(shí)是否求助，，所以本研究從社會(huì)目標(biāo)和師生同伴關(guān)系兩個(gè)角度進(jìn)行對(duì)學(xué)業(yè)求助的研究。本研究的對(duì)象是正處在人生的關(guān)鍵轉(zhuǎn)折的特殊時(shí)期的初中生，了解這一時(shí)期的不同學(xué)業(yè)求助行為與社會(huì)目標(biāo)、師生關(guān)系同伴關(guān)系之間的關(guān)系，有助于促進(jìn)初中生的適應(yīng)性求助，減少非適應(yīng)性求助，也為學(xué)業(yè)求助相關(guān)理論提供一定實(shí)踐支持。本研究選取長春市第27中學(xué)7年級(jí)和8年級(jí)學(xué)生為被試，一共發(fā)放400份問卷，回收有效問卷346份，對(duì)學(xué)業(yè)求助與同伴關(guān)系師生關(guān)系、社會(huì)目標(biāo)的之間的關(guān)系進(jìn)行討論，得出相關(guān)研究結(jié)論如下： （1）初中生的學(xué)業(yè)求助行為方式和態(tài)度整體上是良好的，大多數(shù)的同學(xué)在遇到學(xué)業(yè)困難時(shí)向老師或同學(xué)尋求工具求助，并且認(rèn)為求助利大于弊。初中生具有較高水平的社會(huì)目標(biāo)取向，同時(shí)具有良好的師生關(guān)系和同伴關(guān)系。 （2）初中生在求助行為方式與態(tài)度、社會(huì)目標(biāo)、師生關(guān)系同伴關(guān)系上都存在非常明顯的性別差異，年級(jí)差異，從整體上說女生好于男生，初一學(xué)生好于初二學(xué)生。 （3）初中生的社會(huì)目標(biāo)、師生關(guān)系、同伴關(guān)系、學(xué)業(yè)求助態(tài)度能夠很好地預(yù)測(cè)其學(xué)業(yè)求助行為方式。 （4）初中生的社會(huì)目標(biāo)、師生關(guān)系、同伴關(guān)系、學(xué)業(yè)求助態(tài)度及行為能夠很好地預(yù)測(cè)其數(shù)學(xué)成績。 （5）初中生的求助態(tài)度在社會(huì)目標(biāo)與學(xué)業(yè)求助行為之間存在中介效應(yīng)。 （6）初中生的求助態(tài)度在師生關(guān)系、同伴關(guān)系與學(xué)業(yè)求助行為之間存在中介效應(yīng)。
[Abstract]:Students will inevitably encounter some difficult problems in their learning process, so academic help is more common in students' learning life. Academic help-seeking is a kind of social interaction between help-seekers and help-seeking objects, which is bound to be influenced by social goals. At the same time, teachers and students, as important others of students, have teacher-student relations. To some extent, peer relationship also affects whether or not they ask for help when they encounter difficulties, so this study studies academic help-seeking from two angles of social goal and peer relationship between teachers and students. The object of this study is junior high school students who are in a special period of critical turning point in their life. Understanding the relationship between different academic help-seeking behaviors and social goals, and the relationship between peer relations between teachers and students, is helpful to promote the adaptability of junior high school students to help them to seek help. Reducing non-adaptive help also provides some practical support for academic help-seeking theory. In this study, the students of Grade 7 and Grade 8 of Changchun No. 27 Middle School were selected as subjects. A total of 400 questionnaires were distributed, 346 valid questionnaires were collected, and the relationship between academic help-seeking, peer relationship, teacher-student relationship and social goals was discussed. The conclusions are as follows: (1) the behavior and attitude of junior high school students' academic help seeking help is good, most of the students seek help from teachers or students when they encounter academic difficulties. In addition, the advantages of seeking help outweigh the disadvantages. Junior high school students have a high level of social goal orientation, good teacher-student relationship and peer relationship. (2) there are obvious gender differences in seeking help behavior and attitude, social goal, peer relationship between teachers and students, and grade difference. On the whole, girls are better than boys, junior high school students are better than second grade students. (3) the social goal, teacher-student relationship, peer relationship and academic help-seeking attitude of junior high school students can well predict their academic help-seeking behavior. (4) the social goal, teacher-student relationship, peer relationship, attitude and behavior of academic help-seeking of junior high school students can well predict their mathematics achievement. (5) there is a mediating effect between social goals and academic help-seeking behaviors of junior high school students. (6) the help seeking attitude of junior high school students has intermediary effect between teacher-student relationship, peer relationship and academic help-seeking behavior.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G444


本文編號(hào)：2345190