本文選題：初中生 + 感知學(xué)校氣氛��； 參考：《廣西師范大學(xué)》2017年碩士論文

【摘要】：學(xué)習(xí)投入是一種學(xué)生在學(xué)習(xí)過程中表現(xiàn)出來的積極的狀態(tài),學(xué)習(xí)投入的程度會影響學(xué)生在學(xué)習(xí)中的認知、情感和行為水平。初中生正處于身心迅速發(fā)展的青春期,他們每天的大部分時間是在學(xué)校渡過的,因而學(xué)校環(huán)境對于學(xué)生的人格形成和心理健康的影響是重大的。以往研究發(fā)現(xiàn),學(xué)生積極的學(xué)校氣氛感知對于他們的社會適應(yīng)多項指標有積極影響。學(xué)習(xí)投入作為學(xué)生學(xué)校適應(yīng)的指標是否也會如此?當學(xué)生感知到的環(huán)境氣氛是善意的、積極的,對于他們的良好品質(zhì)和習(xí)慣的形成會有正向的幫助。本研究以初中生為研究對象,考察初中生學(xué)業(yè)自我效能感在學(xué)校氣氛感知和學(xué)習(xí)投入的中介作用,研究采用葛明貴的《中學(xué)生感知的學(xué)校氣氛問卷》、梁宇頌的《學(xué)業(yè)自我效能感量表》和Schaufeli的《學(xué)習(xí)投入量表》,通過對廣西北海市、梧州市、柳州市的809名初中生的問卷調(diào)查和數(shù)據(jù)分析,得到以下結(jié)論:(1)初中生感知的學(xué)校氣氛總體處于積極水平,女生對學(xué)校氣氛的積極感知顯著高于男生;初一初二的學(xué)生對學(xué)校氣氛的積極感知比初三學(xué)生更敏感。初中生的學(xué)業(yè)自我效能感處于中上水平,初一初二學(xué)生的學(xué)業(yè)自我效能感顯著高于初三學(xué)生,性別差異不顯著。初中生的學(xué)習(xí)投入處于中等偏上水平,女生的學(xué)習(xí)投入顯著高于男生,并且初一初二學(xué)生的學(xué)習(xí)投入顯著高于初三學(xué)生。(2)初中生感知的學(xué)校氣氛可分為親密型、壓力型和普通型三種類型,不同類型的學(xué)生之間的學(xué)習(xí)投入顯著差異。親密型的學(xué)生學(xué)習(xí)投入情況顯著高于普通型和壓力型的學(xué)生,普通型的學(xué)生在學(xué)習(xí)投入的專注因子上顯著高于壓力型的學(xué)生。(3)初中生感知的學(xué)校氣氛、學(xué)業(yè)自我效能感和學(xué)習(xí)投入三個變量之間兩兩正相關(guān)。初中生感知的學(xué)校氣氛與學(xué)習(xí)投入顯著正相關(guān);初中生感知的學(xué)校氣氛與學(xué)業(yè)自我效能感顯著正相關(guān);學(xué)業(yè)自我效能感與學(xué)習(xí)投入顯著正相關(guān)。(4)初中生感知的學(xué)校氣氛和學(xué)業(yè)自我效能感對學(xué)習(xí)投入有積極的影響和直接的正向預(yù)測作用,學(xué)業(yè)自我效能感是初中生感知學(xué)校氣氛和學(xué)習(xí)投入的中介變量,學(xué)業(yè)自我效能感會促使擁有積極學(xué)校氣氛感知的初中生極大地提高學(xué)習(xí)投入。
[Abstract]:Learning commitment is a kind of positive state that students show in the process of learning. The degree of learning investment will affect the level of cognition, emotion and behavior of students in learning. Junior high school students are in the rapid development of physical and mental adolescence, they spend most of their time in school, so the impact of school environment on students' personality formation and mental health is significant. Previous studies have found that students' positive perception of school atmosphere has a positive effect on their social adaptation. Will the same be true of learning input as an indicator of school adaptation? When students perceive the atmosphere as benign and positive, it will be positive for the formation of their good qualities and habits. Taking junior high school students as the research object, this study investigates the intermediary role of junior high school students' academic self-efficacy in school atmosphere perception and learning input. The study adopted GE Minggui's questionnaire on perceived School atmosphere of Middle School students, Liang Yusong's academic Self-efficacy scale and Schaufeli's Learning input scale. The questionnaire survey and data analysis of 809 junior high school students in Liuzhou showed the following conclusion: 1) the perceived school atmosphere of junior high school students is generally at a positive level, and the positive perception of school atmosphere of girls is significantly higher than that of boys; The students of Grade two are more sensitive to the school atmosphere than the students of Grade three. The academic self-efficacy of junior high school students is at the middle and upper level, and the academic self-efficacy of junior high school students is significantly higher than that of junior high school students, and the gender difference is not significant. The learning input of junior high school students is higher than that of boys, the learning input of girls is significantly higher than that of boys, and the learning input of junior high school students is significantly higher than that of junior high school students.) the school atmosphere perceived by junior high school students can be divided into intimate type. There are significant differences in learning input between different types of students, stress type and common type. The learning commitment of the intimate students was significantly higher than that of the normal students and the stress-type students, and the concentration factor of the common students was significantly higher than that of the stress-type students.) the perceived school atmosphere of the junior high school students was higher than that of the normal students. Academic self-efficacy and learning input were positively correlated with each other. The perceived school atmosphere of junior high school students is positively correlated with their learning commitment, and the perceived school atmosphere is positively correlated with their sense of academic self-efficacy. The perceived school atmosphere and academic self-efficacy of junior high school students have positive influence and direct positive predictive effect on learning participation. Academic self-efficacy is the intermediary variable of junior high school students' perception of school atmosphere and learning input. Academic self-efficacy will promote the junior high school students with positive school atmosphere perception to greatly improve their learning investment.
【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】：B844.2

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