發(fā)布時間：2018-01-12 14:27

  本文關(guān)鍵詞：高中生積極心理資本、情緒智力與學習動機的關(guān)系研究　出處：《河北大學》2017年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 高中生 積極心理資本 情緒智力 學習動機 中介作用

【摘要】：學習動機是教育心理學的重點研究內(nèi)容,近年來,在積極心理學的推動下,心理資本和情緒智力的研究在學校教育中也逐步開展起來。為了探討高中生積極心理資本、情緒智力與學習動機之間的關(guān)系,本研究采用積極心理資本問卷(PPQ)、情緒智力量表(EIS)和中學生學習動機量表(MSMT)三個問卷,以問卷調(diào)查的方式對河北省保定市某普通中學450名高中生進行積極心理資本、情緒智力和學習動機的測量,并采用SPSS19.0對數(shù)據(jù)進行統(tǒng)計與分析,得到如下結(jié)果:1、高中生積極心理資本處于中等偏上的水平。男生的自我效能水平顯著地高于女生,學生干部的自我效能水平顯著地高于非學生干部,隨著父母文化程度的升高,學生的自我效能水平也相應(yīng)提高;男生的韌性水平顯著地高于女生,理科生的韌性水平顯著地高于文科生,獨生子女的韌性水平顯著地高于非獨生子女;高二年級的希望水平顯著地高于高一、高三年級,高二年級的樂觀水平顯著地高于高三年級,學生干部的希望和樂觀水平顯著地高于非學生干部,民主型家庭教養(yǎng)方式的希望和樂觀水平顯著地高于其他三類。2、高中生情緒智力處于較好的水平。男生的情緒感知水平顯著地高于女生;疏忽型家庭教養(yǎng)方式的自我情緒管理水平顯著地低于其他三類;學生干部的情緒感知、自我情緒管理、他人情緒管理、情緒運用水平都顯著地高于非學生干部。3、高中生整體上沒有出現(xiàn)明顯的學習動機方面的困擾。女生的學習興趣困擾要顯著地少于男生;高一年級學習目標上的困擾要顯著地多于高二和高三年級;城鎮(zhèn)學生在學習目標上的困擾要少于農(nóng)村學生。4、高中生積極心理資本、情緒智力和學習動機之間兩兩相關(guān)顯著。5、積極心理資本在情緒智力與學習動機之間存在中介作用,中介效應(yīng)為86.84%。
[Abstract]:Learning motivation is the key research content of educational psychology, in recent years, under the promotion of positive psychology. The study of psychological capital and emotional intelligence has been carried out gradually in school education. In order to explore the relationship between high school students' positive psychological capital, emotional intelligence and learning motivation. In this study, we used three questionnaires: positive psychological capital questionnaire (PPQN), emotional intelligence scale (EISS) and middle school students' learning motivation scale (MSMTL). The positive psychological capital, emotional intelligence and learning motivation of 450 high school students in a general middle school in Baoding City, Hebei Province, were measured by questionnaire. Using SPSS19.0 to analyze the data, we can get the following result: 1. The positive psychological capital of high school students is at the middle level. The level of self-efficacy of boys is significantly higher than that of girls. The level of self-efficacy of student cadres is significantly higher than that of non-student cadres. The resilience level of male students was significantly higher than that of girls, that of science students was significantly higher than that of arts students, and that of only children was significantly higher than that of non-only children. The level of hope in grade two is significantly higher than that in grade one, grade three and grade two, and the level of hope and optimism of student cadres is significantly higher than that of non-student cadres. The level of hope and optimism of democratic family upbringing style is significantly higher than that of the other three classes. The emotional intelligence of high school students is in a better level. The emotional perception level of boys is significantly higher than that of girls. The level of self-emotional management of negligent family rearing style was significantly lower than that of the other three categories. The level of emotion perception, self-emotion management, other people's emotion management and emotion application of student cadres were significantly higher than that of non-student cadres. There were no obvious learning motivation problems in senior high school students as a whole. Girls' learning interests were significantly less than boys'; The problem of learning goal in grade one is significantly more than that in grade two and grade three. Urban students' learning goals are less troubled than rural students. The positive psychological capital, emotional intelligence and learning motivation of high school students are significantly correlated with each other. Positive psychological capital plays an intermediary role between emotional intelligence and learning motivation, and the intermediary effect is 86.84.
【學位授予單位】：河北大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B844.2

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