本文選題：內(nèi)高班學生 + 生活事件　； 參考：《山東師范大學》2017年碩士論文

【摘要】：內(nèi)地新疆高中班(簡稱“內(nèi)高班”,下同)學生遠離家鄉(xiāng)來內(nèi)地求學,他們在跨文化背景下學習,面臨更多的生活事件,而這些事件又不可避免的對學生的學習生活產(chǎn)生影響,有的學生出現(xiàn)了學習倦怠現(xiàn)象,有的學生則沒有出現(xiàn)這種情況,積極心理資本在這個過程中又起到了什么作用是一個值得探討的問題。為此,本研究以423名內(nèi)高班學生為被試,以青少年生活事件量表(ASLEC)、積極心理資本問卷(PPQ)和青少年學習倦怠量表為研究工具,探究學生生活事件、積極心理資本、學習倦怠的關(guān)系,研究發(fā)現(xiàn):1.在學習倦怠方面,內(nèi)高班男女生在學習倦怠總分上差異不顯著,在身心耗竭維度上差異顯著(p0.05);獨生子女在學習倦怠總分及各維度上差異不顯著;預(yù)科、高一、高二、高三學生在學習倦怠總分及學業(yè)疏離、低成就感維度上差異顯著(p0.01),預(yù)科年級在學習倦怠總分上高于其他三個年級。在心理資本方面,內(nèi)高班男生的韌性水平顯著高于女生(p0.01);獨生子女在心理資本總分及各維度上差異不顯著;內(nèi)高班學生在心理資本總分及各個維度年級差異顯著(p0.001),且預(yù)科得分最低,高三得分最高。在生活事件方面,內(nèi)高班女生的學習壓力顯著高于男生(p0.01);獨生子女在生活事件總分及各維度上差異不顯著;內(nèi)高班生活事件總分年級差異顯著(p0.01),預(yù)科年級生活事件總分最高。2.內(nèi)高班學生生活事件總分及人際關(guān)系、學習壓力、健康適應(yīng)、其他與學習倦怠總分及各維度顯著正相關(guān)(p0.01);內(nèi)高班學生心理資本總分及各維度與學習倦怠總分及各維度顯著負相關(guān)(p0.01);內(nèi)高班學生生活事件與心理資本顯著負相關(guān)(p0.01)。3.內(nèi)高班學生心理資本的自我效能維度在學習壓力對學業(yè)疏離的影響以及在其他對低成就感的影響中具有調(diào)節(jié)作用;心理資本的韌性維度在喪失對學業(yè)疏離關(guān)系的影響以及在健康適應(yīng)對低成就感的影響中具有調(diào)節(jié)作用;心理資本的希望維度在懲罰對低成就感的影響、喪失對低成就感的影響以及在其他對低成就感的影響中具有調(diào)節(jié)作用。
[Abstract]:In the inland Xinjiang Senior Middle School ("Inner High Class"), students come to the mainland to study far from their hometown. They study in a cross-cultural background and face more life events, which inevitably have an impact on the students' study and life. Some students appear the phenomenon of learning burnout, some students do not have such a situation, the positive psychological capital in the process of what role it is worth exploring. In this study, 423 students in higher classes, ASLECQ, PPQ) and learning burnout scale were used to explore students' life events and positive psychological capital. Learning the relationship between burnout, the study found that 1. 1. In terms of learning burnout, there was no significant difference between male and female students in the total score of learning burnout, but there was significant difference in the dimension of physical and mental exhaustion between male and female students, while there was no significant difference in the total score and each dimension of learning burnout among the only child; in the preparatory school, the first year of senior high school, the second year of senior high school, there was no significant difference in the total score of learning burnout. There were significant differences in the total score of learning burnout and academic alienation, and the difference in the dimension of low achievement was significant (p 0.01). The total score of learning burnout in the preparatory grade was higher than that in the other three grades. In terms of psychological capital, the resilience level of male students in higher classes was significantly higher than that of girls, and there was no significant difference in the total scores and dimensions of psychological capital among only children. There were significant differences in the total score of psychological capital and each dimension among the students in the inner higher class (P 0.001), and the lowest score in the matriculation course and the highest score in the third year of senior high school. In the aspect of life events, the study pressure of female students in higher classes was significantly higher than that of boys, the only child had no significant difference in total scores and dimensions of life events, and the total scores of life events in middle and high classes were significantly different (p 0.01), and the total score of life events in preparatory grade was the highest. 2. Total score of life events and interpersonal relationship, study pressure, health adjustment, Others were positively correlated with the total score of learning burnout and each dimension, the total score of psychological capital and the total score of psychological capital of the students in the inner higher class were negatively correlated with the total score of learning burnout and the dimensions of learning burnout, and there was a significant negative correlation between the life events of the students in the inner higher class and the psychological capital. The self-efficacy dimension of psychological capital plays a regulatory role in the influence of learning stress on academic alienation and other effects on low achievement; The resilience dimension of psychological capital plays a regulating role in the influence of loss on academic alienation and the influence of health adaptation on low achievement, and the dimension of hope of psychological capital is the influence of punishment on low achievement. Loss has a moderating effect on low-achievement and other effects on low-achievement.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G444

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