本文選題：技校學(xué)生 + 學(xué)習(xí)動(dòng)機(jī)�。� 參考：《職教通訊》2016年28期

【摘要】：采用主觀幸福感量表、中學(xué)生學(xué)習(xí)動(dòng)機(jī)問(wèn)卷和SCL-90癥狀量表對(duì)1307名技校學(xué)生進(jìn)行抽樣調(diào)查,探討技校學(xué)生學(xué)習(xí)動(dòng)機(jī)、主觀幸福感和心理健康的關(guān)系。得到結(jié)果:女生在積極情感、強(qiáng)迫癥狀和其他上的得分顯著高于男生(p0.05);而男生在動(dòng)機(jī)太弱和學(xué)習(xí)興趣困擾上的得分顯著高于女生(p0.05);一年級(jí)學(xué)生在生活滿(mǎn)意度、動(dòng)機(jī)太弱和人際關(guān)系敏感上的得分顯著高于二年級(jí)的學(xué)生(p0.05);調(diào)查樣本主觀幸福感和積極情感得分顯著低于全國(guó)常模(P0.01);而消極情感和SCL-90各項(xiàng)因子得分顯著高于全國(guó)常模(P0.01);生活滿(mǎn)意度、積極情感得分與動(dòng)機(jī)太強(qiáng)、動(dòng)機(jī)太弱、學(xué)習(xí)興趣、學(xué)習(xí)目標(biāo)得分和SCL-90的10個(gè)因子得分呈顯著負(fù)相關(guān)關(guān)系(P0.01);生活滿(mǎn)意度和積極情感得分呈顯著正相關(guān)關(guān)系(P0.01);消極情感與動(dòng)機(jī)太強(qiáng)、動(dòng)機(jī)太弱、學(xué)習(xí)興趣、學(xué)習(xí)目標(biāo)得分和SCL-90的10個(gè)因子得分呈顯著正相關(guān)關(guān)系(P0.01)。得出結(jié)論:技校學(xué)生學(xué)習(xí)動(dòng)機(jī)、主觀幸福感和心理健康密切相關(guān),消極情感和不當(dāng)?shù)膶W(xué)習(xí)動(dòng)機(jī)不利于技校學(xué)生心理健康和主觀幸福感的養(yǎng)成和提高,形成良好的學(xué)習(xí)動(dòng)機(jī)、減輕消極心理癥狀、形成積極心理品質(zhì)是提升技校學(xué)生主觀幸福感和心理健康水平的主要內(nèi)容和途徑。
[Abstract]:A sample survey of 1307 technical school students was carried out by using subjective Well-being scale, Middle School students' Learning motivation questionnaire and SCL-90 symptom scale to explore the relationship between learning motivation, subjective well-being and mental health of technical school students. The results showed that the scores of positive emotion, obsessive-compulsive symptoms and other factors in girls were significantly higher than those in boys (P 0.05). The scores of motivation too weak and interpersonal sensitivity were significantly higher than those of sophomore students, the scores of subjective well-being and positive emotion were significantly lower than that of national norm P0.01, while the scores of negative emotion and SCL-90 were significantly higher than those of the whole country. Standard P0.01; Life satisfaction, The scores of positive emotion and motivation were too strong, motivation was too weak, learning interest, learning goal score and SCL-90 scores were significantly negative correlation (P 0.01), life satisfaction and positive emotion scores were significantly positive correlation (P 0.01), negative emotion and motivation were too strong. Motivation is too weak, learning interest, learning goal score and SCL-90 scores of 10 factors showed a significant positive correlation (P 0.01). It is concluded that the students' learning motivation, subjective well-being and mental health are closely related to each other. Negative emotion and improper learning motivation are not conducive to the cultivation and improvement of the students' mental health and subjective well-being, thus forming a good learning motivation. Reducing negative psychological symptoms and forming positive psychological quality are the main contents and ways to improve the students' subjective well-being and mental health.
【作者單位】： 湖南農(nóng)業(yè)大學(xué)教育學(xué)院;
【分類(lèi)號(hào)】：G444
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本文編號(hào)：1961743