本文選題：中職生護(hù)理專業(yè) + 未來取向　； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：本研究以福建省漳州市南靖第一職業(yè)技術(shù)學(xué)校的398護(hù)理專業(yè)中職生作為被試,通過問卷法和實(shí)驗(yàn)法,研究護(hù)理專業(yè)中職生的未來取向、時間管理傾向和學(xué)習(xí)投入的關(guān)系,以及未來取向和時間管理傾向?qū)W(xué)習(xí)投入的干預(yù)效果,研究分為兩部分,研究一采用的是《青少年未來取向量表》、《青少年時間管理傾向量表》、《學(xué)習(xí)投入量表》研究中職護(hù)生未來取向、時間管理傾向、學(xué)習(xí)投入的特點(diǎn)及三者之間的關(guān)系;研究二在研究一的基礎(chǔ)上設(shè)計(jì)了未來取向團(tuán)體輔導(dǎo)和時間管理團(tuán)體輔導(dǎo),選取研究一的被試中學(xué)習(xí)投入較低的36名中職護(hù)生,分成2個干預(yù)組和1個對照組,考察未來取向、時間管理對學(xué)習(xí)投入的干預(yù)效果。研究獲得了以下主要結(jié)論:(1)中職護(hù)生的未來取向、時間管理傾向及學(xué)習(xí)投入均處于中等偏上水平。(2)中職護(hù)生未來取向及其三個維度存在年級上存在顯著差異,三年級得分均明顯低于一、二年級;未來取向及未來情感在性別上存在顯著差異,男護(hù)生均高于女護(hù)生。存在差異的各因子中,一年級的樂觀性最高,二年級的思慮性最高,三年級的廣度、密度和計(jì)劃性最低。(3)中職護(hù)生時間管理傾向及其三個維度存在年級上存在顯著差異,三年級得分最低;社會取向在家庭情況上存在顯著差異,雙親家庭護(hù)生高于單親家庭護(hù)生;未來取向及其三個維度在性別和成長環(huán)境上不存在顯著差異。存在差異的各因子中,三年級個人取向、目標(biāo)設(shè)置、計(jì)劃、反饋性、時間管理效能、時間管理行為效能得分均低于一、二年級,其中目標(biāo)設(shè)置、計(jì)劃、反饋性得分更是處于中等偏下的水平。(4)中職護(hù)生學(xué)習(xí)投入及其三個維度存在年級上的差異,三年級得分均最低,處于中等偏下的水平。(5)中職護(hù)生的未來取向、時間管理傾向、學(xué)習(xí)投入之間存在顯著正向相關(guān)性。(6)中職護(hù)生的時間管理傾向在未來取向與學(xué)習(xí)投入中起到完全中介效應(yīng)。(7)未來取向干預(yù)可以有效提高中職護(hù)生的學(xué)習(xí)投入水平。(8)時間管理干預(yù)可以有效提高中職護(hù)生的學(xué)習(xí)投入水平。
[Abstract]:In this study, 398 secondary vocational students majoring in nursing from Nanjing No. 1 Vocational and Technical School in Zhangzhou City, Fujian Province, were selected to study the future orientation of nursing students, the relationship between time management tendency and learning input by means of questionnaire and experiment. As well as the intervention effect of future orientation and time management tendency on learning input, the study is divided into two parts. In the first study, we used the "Youth Future orientation scale", "Youth time Management disposition scale" and "Learning input scale" to study the future orientation, time management tendency, the characteristics of learning investment and the relationship between them. On the basis of the first study, the author designed the group guidance and time management group guidance for the future orientation, and selected 36 secondary vocational nursing students who had low learning input in the middle school of study 1. They were divided into two intervention groups and one control group to investigate the future orientation. The intervention effect of time management on learning input. The main conclusions are as follows: (1) the future orientation, time management tendency and learning input of the secondary vocational nursing students are all at the upper middle level. (2) there are significant differences in the future orientation and the three dimensions of the vocational nursing students. The scores of the third grade were significantly lower than those of the first and the second grade. There were significant differences in the future orientation and the future emotion between the male nursing students and the female nursing students, and the male nursing students were higher than the female nursing students. Among the different factors, the first grade had the highest optimism, the second grade had the highest thinking, and the third grade had the lowest breadth, density and planning. (3) there were significant differences in the time management tendency and its three dimensions of the secondary vocational nursing students. The third grade had the lowest score; the social orientation had significant difference in the family situation, the nursing student in the two-parent family was higher than the nursing student in the single-parent family; the future orientation and its three dimensions had no significant difference in the gender and the growth environment. Among the different factors, the scores of personal orientation, goal setting, plan, feedback, time management efficacy, time management behavior efficacy were lower than those of grade 1 and grade 2, among which, goal setting, planning, and time management behavior efficiency were all lower than those in grade 1 and grade 2. The feedback score is even lower than the middle level. (4) there is grade difference in the study input and its three dimensions of secondary vocational nursing students, the third grade score is the lowest, at the middle level. (5) the future orientation, time management tendency of vocational nursing students. There is a significant positive correlation between learning input. (6) the time management tendency of vocational nursing students plays a complete intermediary effect in the future orientation and learning investment. (7) the intervention of future orientation can effectively improve the level of learning investment of vocational nursing students. (8) time management intervention can effectively improve the learning input level of vocational nursing students.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G442

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