本文選題：初中青少年　切入點(diǎn)：教師支持　出處：《山東師范大學(xué)》2017年碩士論文

【摘要】：青少年的學(xué)業(yè)成績(jī)是對(duì)青少年學(xué)習(xí)結(jié)果量化的重要參考指標(biāo),同時(shí)也是國(guó)內(nèi)外青少年家長(zhǎng)、教師、專(zhuān)家等不同主體一直以來(lái)關(guān)注的焦點(diǎn)。自20世紀(jì)90年代以來(lái),積極青少年發(fā)展觀(Positive Youth Development Perspective,PYD)興起并不斷發(fā)展,人們?cè)絹?lái)越關(guān)注能夠促進(jìn)青少年積極發(fā)展的資源(包括內(nèi)部資源和外部資源),而非青少年自身存在的各種問(wèn)題。未來(lái)教育規(guī)劃和學(xué)業(yè)成績(jī)作為青少年自身發(fā)展的積極特征,是促進(jìn)青少年自身發(fā)展的內(nèi)部資源。未來(lái)教育規(guī)劃敦促青少年為將來(lái)更好的生活做準(zhǔn)備,能促進(jìn)其學(xué)業(yè)成績(jī)的進(jìn)步(BealCrockett,2010;Greene et al.,2004),同時(shí)也有研究表明,學(xué)業(yè)成績(jī)?cè)胶迷接兄谇嗌倌暝谖磥?lái)教育領(lǐng)域建立積極的未來(lái)取向(王姝瓊,2011),但是青少年的未來(lái)教育規(guī)劃和學(xué)業(yè)成績(jī)是否互為“因果”還有待于進(jìn)一步研究。教師支持作為青少年發(fā)展的重要外部資源,是促進(jìn)青少年積極發(fā)展的外界保護(hù)因素。教師支持能預(yù)測(cè)青少年一系列與相關(guān)的學(xué)校能力,對(duì)學(xué)生的學(xué)業(yè)結(jié)果產(chǎn)生重要影響(Kathrya Wentzel,Shannon Russell,Sandra Baker,2016),教師支持較高的青少年其學(xué)業(yè)成績(jī)往往也較好(歐陽(yáng)丹,2005)。教師支持作為青少年發(fā)展的外部資源對(duì)青少年自身的內(nèi)部資源會(huì)產(chǎn)生什么影響呢?他們之間的關(guān)系和內(nèi)部作用機(jī)制如何呢?以往研究曾考察過(guò)教師與學(xué)業(yè)成績(jī)、教師支持與未來(lái)教育規(guī)劃、未來(lái)教育規(guī)劃與學(xué)業(yè)成績(jī)的兩兩相互關(guān)系,但目前國(guó)內(nèi)鮮有研究將三者置于同一總體框架內(nèi)進(jìn)行綜合考察,關(guān)于三者之間的動(dòng)態(tài)關(guān)系和作用機(jī)制的研究更是匱乏。所以,本研究首先將理清青少年的未來(lái)教育規(guī)劃和學(xué)業(yè)成績(jī)這兩種內(nèi)部發(fā)展資源可能存在的相互作用關(guān)系,然后將考慮把教師支持、青少年未來(lái)教育規(guī)劃、學(xué)業(yè)成績(jī)置于同一研究框架內(nèi),進(jìn)一步研究學(xué)校環(huán)境中的教師支持因素對(duì)青少年的未來(lái)教育規(guī)劃和青少年的學(xué)業(yè)成績(jī)這兩者可能產(chǎn)生的影響。在追蹤研究中,考察三者之間的內(nèi)部作用機(jī)制,以期對(duì)青少年的發(fā)展有更加清晰、準(zhǔn)確和全面的了解,進(jìn)而提出針對(duì)性的教育建議。本研究采用心理測(cè)驗(yàn)法,運(yùn)用教師支持問(wèn)卷、青少年未來(lái)取向問(wèn)卷的中文修訂版的未來(lái)教育規(guī)劃分問(wèn)卷分別測(cè)查了淄博市共577名初一、初二、初三的青少年學(xué)生,相隔半年后再對(duì)同一群體進(jìn)行重新追蹤測(cè)量,根據(jù)問(wèn)卷測(cè)查結(jié)果探討教師支持、青少年未來(lái)教育規(guī)劃、學(xué)業(yè)成績(jī)?nèi)叩膭?dòng)態(tài)關(guān)系。研究結(jié)論如下:1.青少年的未來(lái)教育規(guī)劃(未來(lái)教育探索和未來(lái)教育投入)與學(xué)業(yè)成績(jī)之間存在動(dòng)態(tài)的相互作用關(guān)系。青少年的未來(lái)教育規(guī)劃能顯著正向預(yù)測(cè)后續(xù)的學(xué)業(yè)成績(jī),學(xué)業(yè)成績(jī)也有顯著正向預(yù)測(cè)青少年的未來(lái)教育規(guī)劃的趨勢(shì)。2.教師支持這一外界環(huán)境變量對(duì)青少年的未來(lái)教育規(guī)劃(未來(lái)教育探索和未來(lái)教育投入)和學(xué)業(yè)成績(jī)具有顯著影響。一方面,教師支持有通過(guò)青少年的未來(lái)教育規(guī)劃進(jìn)而預(yù)測(cè)其學(xué)業(yè)成績(jī)的趨勢(shì),另一方面教師支持也有通過(guò)青少年的學(xué)業(yè)成績(jī)進(jìn)而預(yù)測(cè)其未來(lái)教育規(guī)劃的趨勢(shì)。由此我們得出教育啟示:教師在青少年發(fā)展過(guò)程中具有舉足輕重的作用,教師應(yīng)當(dāng)給予青少年必要的社會(huì)支持;青少年也應(yīng)當(dāng)充分發(fā)揮自身的主觀能動(dòng)性,塑造自身積極的未來(lái)教育規(guī)劃特征,在學(xué)業(yè)中積極探索和投入,努力提高學(xué)業(yè)成績(jī),為將來(lái)的生活做準(zhǔn)備。
[Abstract]:Adolescents' academic achievement is an important reference index for teenagers to study quantitative results, but also domestic and foreign parents of teenagers, teachers, experts and other different subjects have been the focus of attention. Since 1990s, the positive youth development (Positive Youth Development Perspective, PYD) the rise and development, people pay more and more attention to promote the positive development of teenagers the resources (including internal and external resources), rather than the problems of the youth of their own existence. The future of educational planning and academic achievement as the positive features of adolescent self development, is to promote their own development of internal resources. The future of education planning urging teenagers to prepare for the future a better life, to promote their academic achievement (BealCrockett, 2010; Greene et al., 2004), and studies have shown that the better academic performance is helpful to the youth Youth build the future of the positive orientation of the field of education in the future (Wang Shuqiong, 2011), but the future of youth education planning and academic achievement are mutually "cause and effect" remains to be further studied. Teacher support as an important external resources for youth development, is to promote the external protective factors of youth positivedevelopment. Teacher support can predict adolescent a series of related schools, have an important impact on students' academic results (Kathrya Wentzel, Shannon Russell, Sandra Baker, 2016), teacher support higher adolescent academic achievement is often better (Ouyang Dan, 2005). As a teenager teachers support the development of external resources on young people's own internal resources what's the impact of how? The relationship between them and the internal mechanism? Previous studies have investigated over teachers and academic achievement, teacher support and future education 22 the relationship between future planning, education planning and academic achievement, but there are few studies in China will be three in the same general framework of comprehensive study, research on the dynamic relationship and mechanism between about three is the lack of interaction. So, this study will first clarify the children's future education planning and studies results two of these internal development resources may exist, and then consider the teacher support, adolescents'future planning education, academic achievement in the same research framework, further study the influence of a teacher in the school environment factors on academic achievement to future education planning and the teenagers of the two possible in a follow-up study. And the internal mechanism between the study of the three, with a view to the development of young people is more clear, accurate and comprehensive understanding, and put forward the education Suggestions. This study used psychological test method, using the questionnaire of teacher support, Chinese adolescents'future Orientation Questionnaire Revised version of the future of education planning questionnaire were measured in Zibo City, a total of 577 first, second, third young students, separated by half a year after the same group re tracking measurement, according to the survey results study on the teacher education support, adolescents'future planning, dynamic relationship between the academic achievement of the three. Conclusions are as follows: 1. children's future education planning (future education exploration and future investment in Education) and academic achievement of interactions between the dynamic relationship. Children's future education planning can positively predict the subsequent academic achievement, academic performance there are significant positive predictors of adolescent education in the future planning of the trend of.2. teachers in support of the external environment variables for children's future education plan (the future Explore the education and future investment in Education) and academic achievement has significant effect. On the one hand, teachers support through the youth's future education planning and to forecast the trend of academic achievement, on the other hand, teacher support but also by adolescents' academic achievement and to forecast the trend of future education planning. Therefore we draw inspiration: the teacher education has very important the role in youth development, teachers should give young people the necessary social support; adolescents should also give full play to their initiative, create their own positive future educational planning characteristics, actively explore the academic and investment, and strive to improve the academic achievement, to prepare for the future life.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G444

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