本文選題：中職生 + 情緒智力　； 參考：《廣西師范大學(xué)》2017年碩士論文

【摘要】：隨著中國近幾年來對職業(yè)教育的重視,使得中職學(xué)校的教育規(guī)模得到擴(kuò)大,向社會提供了許多技能型人才。但因為現(xiàn)代社會日新月異的發(fā)展,人際關(guān)系發(fā)生了異化,使得師生關(guān)系在中職學(xué)校里也變得越來越緊張,師生間的矛盾沖突現(xiàn)象也變得非常嚴(yán)峻。然而師生關(guān)系是中職學(xué)校里最基本的、最主要的人際關(guān)系,它對中職生的學(xué)習(xí)成績、性格發(fā)展、自我意識和心理健康及發(fā)展都會產(chǎn)生深刻的影響。在學(xué)校里,師生關(guān)系出現(xiàn)在整個教學(xué)過程,處理好了師生關(guān)系,可以提高學(xué)校的教育教學(xué)效果,實現(xiàn)學(xué)校培養(yǎng)人才的目標(biāo),促進(jìn)學(xué)生的心理健康和人格健全,提高學(xué)生的綜合素質(zhì)。但因為中職學(xué)校管理和培養(yǎng)目標(biāo)與普通高中不相同,中職生的師生關(guān)系也有它本身的特殊性。良好的師生關(guān)系是培養(yǎng)高素質(zhì)的職業(yè)技術(shù)人才、滿足社會發(fā)展的需要,是中等職業(yè)學(xué)校能否生存與發(fā)展的關(guān)鍵。職業(yè)教育發(fā)展和改革的關(guān)鍵所在是如何構(gòu)建良好、和諧的師生關(guān)系,這也是所有學(xué)校和教師都不能回避的問題。當(dāng)下,中職學(xué)校師生關(guān)系極度緊張,在一定程度上影響教師的正常教育教學(xué)工作,因此,在職業(yè)教育發(fā)展的今天,對師生關(guān)系的深入研究就顯得十分必要。本研究以中職學(xué)校的學(xué)生作為研究對象,采用《情緒智力量表》中文版、《中學(xué)生應(yīng)對方式量表》和《師生關(guān)系問卷》進(jìn)行調(diào)查,考察中職生情緒智力、應(yīng)對方式與師生關(guān)系的特點,并分析中職生情緒智力、應(yīng)對方式與師生關(guān)系在性別、年級等變量上的差異,以及分析情緒智力對師生關(guān)系的影響是否是通過應(yīng)對方式來起作用,即檢驗應(yīng)對方式的中介效應(yīng)。探討三者之間有怎樣的聯(lián)系,從而在教育教學(xué)中切實改善中職生的師生關(guān)系,希望為中職學(xué)校建設(shè)和諧的師生關(guān)系提供借鑒,這對職業(yè)學(xué)校教育改革,學(xué)校教學(xué)質(zhì)量提高,學(xué)生身心健康發(fā)展都有極為重要的意義。本次研究發(fā)現(xiàn):(1)中職生的情緒智力在性別、年級、是否兼任班干部、是否參加社團(tuán)上差異顯著。即女生、高年級學(xué)生、兼任班干部學(xué)生、參加社團(tuán)學(xué)生的情緒智力水平高于男生、低年級學(xué)生、未兼任班干部學(xué)生和未參加社團(tuán)的學(xué)生。(2)中職生指向問題的應(yīng)對在年級、是否兼任班干部、是否參加社團(tuán)、是否是單親家庭子女上的差異顯著。即高年級學(xué)生、兼任班干部學(xué)生、參加社團(tuán)的學(xué)生和單親家庭的學(xué)生在遇到應(yīng)激事件時更多的是采用指向問題的應(yīng)對方式。指向情緒的應(yīng)對在年級上的差異顯著。即低年級的學(xué)生在遇到應(yīng)激事件時多使用指向情緒的應(yīng)對方式。(3)中職生師生關(guān)系的沖突性、師生關(guān)系的支持性在性別上的差異顯著。即男生的沖突性高于女生,而其支持性低于女生。師生關(guān)系的沖突性、支持性和滿意度在年級上差異顯著。即低年級學(xué)生的沖突性高于高年級學(xué)生,而其支持性、滿意度則低于高年級學(xué)生。師生關(guān)系在是否兼任班干部、是否參加社團(tuán)上的差異顯著。即兼任班干部學(xué)生和參加社團(tuán)學(xué)生的師生關(guān)系更和諧。(4)中職生的情緒智力及各維度與指向問題的應(yīng)對及問題解決、尋求支持、積極的合理化解釋都存在顯著的正相關(guān)。情緒智力總分、情緒表達(dá)能力與逃避存在負(fù)相關(guān);情緒感覺能力與指向情緒的應(yīng)對、忍耐、逃避、發(fā)泄情緒、幻想否認(rèn)存在顯著的負(fù)相關(guān);理解自身情緒與指向情緒的應(yīng)對、幻想否認(rèn)存在顯著的正相關(guān),與忍耐存在正相關(guān)。師生關(guān)系的沖突性與情緒智力之間存在顯著負(fù)相關(guān),師生關(guān)系的親密性、支持性和滿意度與情緒智力之間都存在顯著正相關(guān)。問題解決、尋求支持、積極的合理化解釋和指向問題的應(yīng)對與師生關(guān)系的沖突性之間存在顯著負(fù)相關(guān),與師生關(guān)系的親密性、支持性、滿意度之間存在顯著正相關(guān)。指向情緒的應(yīng)對及忍耐、逃避、發(fā)泄情緒、幻想否認(rèn)和師生關(guān)系的沖突性之間存在顯著正相關(guān),與師生關(guān)系的支持性和滿意度之間存在顯著負(fù)相關(guān);忍耐與師生關(guān)系的親密性之間存在顯著負(fù)相關(guān)。(5)情緒感覺能力、理解他人情緒和情緒表達(dá)能力都能正向顯著預(yù)測指向問題的應(yīng)對及問題解決、積極的合理化解釋;情緒感覺能力、理解自身情緒和理解他人情緒能正向顯著預(yù)測尋求支持。情緒感覺能力能負(fù)向顯著預(yù)測指向情緒的應(yīng)對、忍耐、逃避、發(fā)泄情緒、幻想否認(rèn);理解自身情緒、理解他人情緒能正向顯著預(yù)測指向情緒的應(yīng)對、忍耐、逃避、幻想否認(rèn);理解自身情緒能正向顯著預(yù)測發(fā)泄情緒。情緒感覺能力和理解他人情緒能正向顯著預(yù)測師生關(guān)系的親密性;情緒感覺能力和情緒表達(dá)能力能負(fù)向顯著預(yù)測師生關(guān)系的沖突性;情感感覺能力能正向顯著預(yù)測師生關(guān)系的支持性、滿意度。指向問題的應(yīng)對能正向顯著預(yù)測師生關(guān)系的親密性,忍耐能負(fù)向顯著預(yù)測師生關(guān)系的親密性;指向情緒的應(yīng)對能正向顯著預(yù)測師生關(guān)系的沖突性,指向問題的應(yīng)對能負(fù)向顯著預(yù)測師生關(guān)系的沖突性。指向問題的應(yīng)對能正向顯著預(yù)測師生關(guān)系的支持性,指向情緒的應(yīng)對能負(fù)向顯著預(yù)測師生關(guān)系的支持性。問題解決和尋求支持能正向顯著預(yù)測師生關(guān)系的滿意度,指向情緒的應(yīng)對能負(fù)向顯著預(yù)測師生關(guān)系的滿意度。(6)指向問題的應(yīng)對方式在情緒智力與師生關(guān)系各維度之間存在部分中介作用。
[Abstract]:With the emphasis on Vocational Education in China in recent years, the education scale of secondary vocational schools has been expanded and many skilled talents are provided to the society. However, because of the rapid development of modern society and alienation of interpersonal relations, the relationship between teachers and students is becoming more and more tense in Secondary Vocational Schools and conflicts between teachers and students. But the relationship between teachers and students is the most basic and the most important interpersonal relationship in secondary vocational school. It has a profound influence on the students' academic achievement, personality development, self consciousness and mental health and development. In the school, the relationship between teachers and students appears in the whole teaching process, and the relationship between teachers and students can be improved and the learning can be improved. The effect of school education and teaching can achieve the goal of training the talents of the school, promote the students' mental health and personality and improve their comprehensive quality. However, because the management and training goals of secondary vocational schools are different from those of ordinary high schools, the relationship between teachers and students of secondary vocational school has its own particularity. Good teacher-student relationship is the training of high quality profession. Technical personnel, to meet the needs of social development, is the key to the survival and development of secondary vocational schools. The key to the development and reform of vocational education is how to build a good and harmonious relationship between teachers and students. It is also a problem that all schools and teachers can not avoid. At the moment, the relationship between teachers and students in the secondary vocational schools is extremely tense and in a certain degree. The teacher's normal education and teaching work, therefore, in the development of vocational education today, the in-depth study of the relationship between teachers and students is very necessary. This study takes the students of secondary vocational schools as the research object, using the emotional intelligence scale, the Chinese version, the middle school students' coping style scale and the teacher-student relationship questionnaire to investigate the secondary vocational students' situation. The emotion intelligence of the secondary vocational students, the difference between the coping style and the teacher and student relationship in gender, grade and other variables, and the analysis of the influence of emotional intelligence on the relationship between teachers and students through coping style, that is, to examine the intermediary effect of the mode, and to discuss what is the relationship between the three. In order to improve the relationship between teachers and students in secondary vocational schools in education and teaching, we hope to provide a reference for the construction of a harmonious relationship between teachers and students in secondary vocational schools. This is of great significance to the reform of vocational schools, the improvement of the quality of school teaching and the development of students' physical and mental health. The study found that: (1) the emotional intelligence of secondary vocational students is in sex and grade. Whether or not a class cadre, whether or not to participate in the community, there are significant differences. That is, girls, senior students, part-time cadres and students, the emotional intelligence level of students participating in the community is higher than that of boys, lower grade students, not concurrently class cadres and students who have not participated in the community. (2) whether secondary vocational students should be in grade, whether a class cadre, or not In addition, there are significant differences in the children of a single parent family. That is, the senior students, both the class cadres and the students, the students participating in the community and the single parent family are more of the coping ways when they encounter stress events. The difference in the emotional response is significant in the grade. That is, the students in the lower grade are experiencing stress. (3) the conflict of the relationship between teachers and students in the secondary vocational school and the support of the teacher-student relationship are significant in gender. That is, the conflict of boys is higher than the girls, but the support is lower than that of the girls. The conflict of the relationship between teachers and students, the difference of support and satisfaction in the grade are significant. Higher than the senior students, and their support, satisfaction is lower than the senior students. Whether the teacher-student relationship is concurrently as a class cadre, whether there is a significant difference in participating in the community. That is, the relationship between the students and the students is more harmonious. (4) the emotional intelligence of the secondary vocational students and the coping and problem solving of the various dimensions and points, and the problem solving, There is a significant positive correlation between seeking support and positive rationalization. Emotional intelligence total score, emotional expression ability and evasion are negatively correlated; emotional and emotional responses, patience, escape, vent, venting, and disillusions have significant negative correlation. Positive correlation and positive correlation with patience. There is a significant negative correlation between the conflict of teacher-student relationship and emotional intelligence. There is a significant positive correlation between the intimacy of teacher-student relationship, support and satisfaction and emotional intelligence. Problem solving, seeking support, and actively and rationally resolving the conflict between the response to the problem and the relationship between teachers and students. There is a significant negative correlation between the intimacy, support and satisfaction of the teacher-student relationship. There is a significant positive correlation between the coping and patience, avoidance, venting emotion, fantasy denial and the conflict between teachers and students. There is a significant negative correlation with the support and satisfaction of teacher-student relationship and patience. There is a significant negative correlation between the intimacy of the teacher-student relationship. (5) emotional feeling ability, understanding others' emotion and emotional expression ability can positively predict the problem solving and problem solving, positive rationalization interpretation, emotional feeling ability, understanding of self emotion and understanding others emotion can positively predict support. Sensory ability can negatively predict emotional responses, patience, avoidance, venting emotion, fantasy denial, understanding of emotions and understanding others' emotions can positively predict emotional responses, patience, avoidance, and fantasy denial; understanding self emotion can positively predict venting emotions. Emotional feeling ability and understanding of others' emotions can be positive. To significantly predict the intimacy of the teacher-student relationship; emotional and emotional ability can negatively predict the conflict between teacher and student relations; emotional feeling ability can positively predict the support and satisfaction of the teacher-student relationship. The coping ability to the problem can positively predict the intimacy of the teacher-student relationship, and the patience can predict the teachers and students significantly. The intimacy of the relationship; the response to the emotion can positively predict the conflict between the teacher and student relationship, and the response to the problem can negatively predict the conflict between the teacher and student relationship. The response to the problem can positively predict the support of the teacher-student relationship, and the response to the emotion can negatively predict the support of the teacher-student relationship. And seeking support can positively predict teacher-student relationship satisfaction, and emotional coping can negatively predict teacher-student relationship satisfaction. (6) there is a partial intermediary role between emotional intelligence and all dimensions of teacher-student relationship.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G444

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