本文選題：小學(xué)中高年級學(xué)生　切入點：個體知覺到的學(xué)校心理環(huán)境　出處：《河北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：小學(xué)階段是義務(wù)教育的基礎(chǔ)階段,小學(xué)階段的學(xué)習(xí)會影響學(xué)生將來的發(fā)展,所以對于小學(xué)生的學(xué)習(xí)方面具體化的研究能夠起到實際的指導(dǎo)意義。而小學(xué)四至六年級作為小學(xué)階段的重要階段,也是研究和改進(jìn)個體知覺到的學(xué)校心理環(huán)境的關(guān)鍵時期,所以本研究對象是小學(xué)四至六年級學(xué)生。個體知覺到的學(xué)校心理環(huán)境和學(xué)業(yè)情緒作為影響學(xué)習(xí)的主客觀因素,對小學(xué)生的學(xué)業(yè)成績產(chǎn)生重要的作用。因此,本研究以小學(xué)中高年級學(xué)生為例,以學(xué)生的學(xué)業(yè)成績?yōu)榛狙芯奎c,通過探討個體知覺到的學(xué)校心理環(huán)境和學(xué)業(yè)情緒對于學(xué)業(yè)成績的影響。本研究采用的問卷是《學(xué)校心理環(huán)境問卷》和《小學(xué)生學(xué)業(yè)情緒問卷》,采用方便取樣的方法在石家莊市、縣兩所小學(xué)分別選取了四、五、六年級共554名小學(xué)生進(jìn)行問卷調(diào)查。通過采用獨立樣本T檢驗、單因素方差分析、皮爾遜積差相關(guān)、回歸分析和建立結(jié)構(gòu)方程模型分析研究,系統(tǒng)地探討小學(xué)中高年級學(xué)生個體知覺到的學(xué)校心理環(huán)境、學(xué)業(yè)情緒及學(xué)業(yè)成績之間的關(guān)系。得到以下結(jié)果:(1)小學(xué)中高年級學(xué)生個體知覺到的學(xué)校心理環(huán)境某些維度存在性別和年級顯著差異。具體如下:男生和女生在接納與支持這個維度達(dá)到了顯著差異。四、六年級學(xué)生和五、六年級學(xué)生在學(xué)校安全與秩序這個維度達(dá)到顯著差異。(2)小學(xué)中高年級學(xué)生學(xué)業(yè)情緒在性別上沒有顯著差異,但是積極低喚醒在年級上存在著顯著差異,具體如下:四、六年級學(xué)生和五、六年級學(xué)生在積極低喚醒這個維度達(dá)到了十分顯著差異。(3)小學(xué)中高年級學(xué)生個體知覺到的學(xué)校心理環(huán)境、學(xué)業(yè)情緒與學(xué)業(yè)成績?nèi)咧g存在著顯著相關(guān)。個體知覺到的學(xué)校心理環(huán)境中的接納與支持、公平與公正、鼓勵自主與合作的三個維度分別與積極高喚醒、積極低喚醒、學(xué)業(yè)成績呈十分顯著正相關(guān);個體知覺到的學(xué)校心理環(huán)境中的接納與支持、公平與公正、鼓勵自主與合作的三個維度分別與消極高喚醒、消極低喚醒呈十分顯著負(fù)相關(guān);學(xué)業(yè)成績分別與學(xué)業(yè)情緒中的積極情緒呈十分顯著正相關(guān),與學(xué)業(yè)情緒中的消極情緒呈十分顯著負(fù)相關(guān)。(4)學(xué)業(yè)情緒(積極高喚醒、消極低喚醒)在小學(xué)中高年級學(xué)生個體知覺到的學(xué)校心理環(huán)境(公平與公正)對學(xué)業(yè)成績的回歸中起不完全中介作用,小學(xué)中高年級學(xué)生個體知覺到的學(xué)校心理環(huán)境(公平與公正)通過學(xué)業(yè)情緒中的積極高喚醒和消極低喚醒情緒對學(xué)業(yè)成績產(chǎn)生影響。
[Abstract]:The primary school is the foundation stage of compulsory education, primary school learning will affect the students' future development, so research for the specific learning students can play a practical guiding significance to the sixth grade primary school. But as an important stage of primary school, but also a critical period of research and improvement of the individual perceived school psychological environment so, the research object is the primary school to the sixth grade students. Students perceived school psychological environment and academic emotions affect learning as subjective and objective factors, have an important role in primary school students' academic achievement. Therefore, the research of high grade students in primary school as an example, the basic research on the academic performance of students, through the to explore the effect of individual perceived school psychological environment and Academic Emotion for academic achievement. The questionnaire used in this study is "school psychological environment questionnaire" and "small Students' Academic Emotion questionnaire >, methods by convenience sampling in Shijiazhuang County, two primary school were selected in four, five, the sixth grade 554 pupils were investigated. By using independent samples T test, one-way ANOVA, Pearson correlation, regression analysis and structural equation model analysis system to explore the high grades in the primary school students perceived school psychological environment, the relationship between emotional and academic achievement. The results are as follows: (1) there are significant differences in gender and grade primary school high grade students individual perceived school psychological environment in some dimensions. The details are as follows: boys and girls in the support and acceptance of this the difference was significant. The four dimensions, the sixth grade students and five, the sixth grade students in the school security and order of this dimension significant difference. (2) high grades in the primary school students' academic emotions in Don't have no significant difference, but the positive low arousal in the year there are significant differences, as follows: four, the sixth grade students and five students in the sixth grade, the positive low arousal dimension reached a significant difference. (3) high grades in the primary school students perceived school psychological environment, a significant correlation between academic emotions and academic achievement three. Support and acceptance of individual perceived school psychological environment, fairness and justice, the three dimensions to encourage independent and cooperative and positive high arousal, positive low arousal, was very significantly positively related to academic achievement; support and acceptance of individual perceived school psychological environment the three dimensions of fairness and justice, to encourage autonomy and cooperation respectively with negative high arousal and negative low arousal exhibited significant negative correlation with academic achievement; academic emotions in positive mood is very positive Correlation is very significant negative correlation with academic emotions in negative emotions. (4) academic emotions (positive high arousal, negative low arousal) in high grades in the primary school students perceived school psychological environment (fair) to play a partial mediating role regression and academic performance, high grades in the primary school students individual perceived school psychological environment (fairness and justice) by academic emotions in positive high arousal and negative low arousal emotions affect academic achievement.

【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G442

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