本文選題：中學(xué)生 + 學(xué)習(xí)動(dòng)機(jī)缺失�。� 參考：《牡丹江師范學(xué)院》2017年碩士論文

【摘要】：學(xué)習(xí)動(dòng)機(jī)是引起、維持學(xué)生學(xué)習(xí)行為并使之趨向既定目標(biāo)的動(dòng)力傾向。學(xué)習(xí)動(dòng)機(jī)缺失目前是常見(jiàn)的問(wèn)題,本研究旨在基于已有的研究基礎(chǔ),試圖了解中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失、學(xué)業(yè)韌性、學(xué)業(yè)自我概念的現(xiàn)實(shí)狀況。本研究以《中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失量表》、《中學(xué)生學(xué)業(yè)韌性量表》、《中學(xué)生學(xué)業(yè)自我概念量表》為研究工具,對(duì)黑龍江省牡丹江市第某中學(xué)和山東省壽光市某中學(xué)的408名高中生通過(guò)現(xiàn)場(chǎng)問(wèn)卷調(diào)查,利用SPSS軟件通過(guò)對(duì)收回的數(shù)據(jù)進(jìn)行描述性分析、相關(guān)分析、回歸分析等方法,探討中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失、學(xué)業(yè)韌性及學(xué)業(yè)自我概念之間的關(guān)系。給中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失提供相應(yīng)依據(jù),提升他們的學(xué)習(xí)狀態(tài)和學(xué)習(xí)成績(jī),促進(jìn)中學(xué)生身也健康發(fā)展。研結(jié)果表明:1.學(xué)習(xí)動(dòng)機(jī)缺失在性別、年級(jí)、是否獨(dú)生等人口學(xué)變量上不存在顯著差異。2.動(dòng)機(jī)缺失在文科/理科意向上存在顯著差異;班級(jí)排名越往后,學(xué)習(xí)動(dòng)機(jī)缺失感越嚴(yán)重;民主型家庭教養(yǎng)方式學(xué)習(xí)動(dòng)機(jī)感最低;跟比我差的同伴相比學(xué)習(xí)動(dòng)機(jī)缺失差異顯著;對(duì)任科教師的喜愛(ài)程度存在顯著差異。3.學(xué)業(yè)韌性在性別、年級(jí)等人口學(xué)變量中不存在明顯差異。4.出生于鎮(zhèn)里的同學(xué)學(xué)業(yè)韌性低;中學(xué)生困境應(yīng)對(duì)的能力會(huì)隨著家庭生活水平的下降而降低,學(xué)業(yè)堅(jiān)持性也是如此;父母支持少的,經(jīng)常出現(xiàn)在不太富裕的家庭,此種情況同樣會(huì)在教師支持維度中出現(xiàn)。5.班主任在學(xué)業(yè)自我概念上的影響大體是一致的,喜歡班主任程度與學(xué)業(yè)自我概念呈正比,班干自我概念高。6.壽光某中學(xué)學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失低于牡丹江某中學(xué);壽光某中學(xué)學(xué)業(yè)韌性高于牡丹江某中學(xué);壽光某中學(xué)學(xué)業(yè)自我概念高于牡丹江某中學(xué)。7.學(xué)習(xí)動(dòng)機(jī)缺失與學(xué)業(yè)韌性呈負(fù)相關(guān),學(xué)習(xí)動(dòng)機(jī)缺失與學(xué)業(yè)自我概念呈負(fù)相關(guān),學(xué)業(yè)韌性與學(xué)業(yè)自我概念呈正相關(guān)。
[Abstract]:Learning motivation is the propensity to cause, maintain, and orient students' learning behavior toward a given goal. At present, lack of learning motivation is a common problem. Based on the existing research basis, this study attempts to understand the current situation of learning motivation deficiency, academic resilience and academic self-concept of middle school students. In this study, the scale of Middle School students' Learning motivation deficiency, the scale of Middle School students' academic resilience and the scale of Middle School students' academic Self-concept were used as the research tools. In this paper, 408 high school students from a middle school in Mudanjiang City, Heilongjiang Province, and a middle school in Shouguang City, Shandong Province, were investigated by a questionnaire survey, and the data collected were analyzed by using SPSS software, including descriptive analysis, correlation analysis, regression analysis and so on. To explore the relationship among learning motivation deficiency, academic resilience and academic self-concept of middle school students. To provide the corresponding basis for the lack of learning motivation of middle school students, to improve their learning status and achievement, and to promote the healthy development of middle school students. The result of the study shows that 1: 1. There is no significant difference in demographic variables such as gender, grade, single child and so on. There were significant differences in the intention of liberal arts / science subjects; the lower the class rank, the more serious the sense of lack of learning motivation; the lowest sense of motivation in democratic family rearing style; There is a significant difference in the degree of affection to teachers. 3. There was no significant difference in academic resilience in demographic variables such as gender, grade and so on. 4. 4. Students born in town have low academic resilience; the ability of middle school students to cope with difficulties decreases with the decline of their family living standards, and so is academic persistence. Parents who have little support often appear in less affluent families. This will also occur in the teacher support dimension. 5. The influence of the head teacher on the academic self-concept is generally consistent, and the degree of liking the head teacher is proportional to the academic self-concept, and the self-concept of the class teacher is high. 6. Shouguang middle school students have lower learning motivation than Mudanjiang middle school; Shouguang middle school has higher academic toughness than Mudanjiang middle school; Shouguang middle school has higher academic self-concept than Mudanjiang middle school. There is a negative correlation between learning motivation deficiency and academic resilience, a negative correlation between learning motivation deficiency and academic self-concept, and a positive correlation between academic motivation and academic self-concept.
【學(xué)位授予單位】：牡丹江師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G442

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