發(fā)布時(shí)間：2018-06-28 02:13

  本文選題：社會(huì)支持 + 流暢體驗(yàn)　； 參考：《渤海大學(xué)》2017年碩士論文

【摘要】：高考競(jìng)爭(zhēng)帶來(lái)的升學(xué)壓力是每個(gè)高中生及其所在家庭必須正視的隱憂。如若未能妥當(dāng)對(duì)待,那么受影響的不止是學(xué)習(xí)成績(jī),孩子乃至家庭的自信和尊嚴(yán)也將受到損害,因此高中學(xué)習(xí)過(guò)程中積極心理狀態(tài)作用備受關(guān)注。高中生的歸屬感和安全感主要來(lái)自學(xué)校和家庭,只有在此類基礎(chǔ)感受得到滿足的前提下,才能談及學(xué)生目標(biāo)實(shí)現(xiàn)愿望和自我價(jià)值體驗(yàn)。那么,若想實(shí)現(xiàn)家庭和學(xué)校支持系統(tǒng)的作用向高中生積極學(xué)習(xí)狀態(tài)的轉(zhuǎn)化,在親友、老師的幫助下如何有效獲得學(xué)業(yè)情境中的積極心理狀態(tài)便成為重要的研究問(wèn)題,而其中影響機(jī)制的探索更是重中之重。因此,本研究引入社會(huì)支持和流暢體驗(yàn)兩個(gè)與以上問(wèn)題相契合的概念,旨在強(qiáng)調(diào)社會(huì)支持對(duì)高中生學(xué)習(xí)流暢體驗(yàn)獲得的作用機(jī)制,以實(shí)現(xiàn)其轉(zhuǎn)化程度最大化。具體而言,本文的研究目的:通過(guò)構(gòu)建社會(huì)支持影響流暢體驗(yàn)的多重中介效應(yīng)模型,探討二者間的中介作用機(jī)制。研究方法:選取950名高中生作為被試進(jìn)行問(wèn)卷調(diào)查;對(duì)高中生社會(huì)支持與流暢體驗(yàn)進(jìn)行人口學(xué)分析,進(jìn)一步利用回歸分析以及結(jié)構(gòu)方程模型,檢驗(yàn)社會(huì)支持與流暢體驗(yàn)二者的中介作用機(jī)制。研究結(jié)果:(1)社會(huì)支持與流暢體驗(yàn)均不受性別影響,不同年級(jí)的高中生社會(huì)支持水平差異顯著,但其在流暢體驗(yàn)的總體水平上差異并不顯著;(2)社會(huì)支持直接影響著高中生流暢體驗(yàn)的獲得,社會(huì)支持水平越高,獲得的流暢體驗(yàn)的能力越強(qiáng);(3)社會(huì)支持對(duì)高中生學(xué)習(xí)動(dòng)機(jī)和學(xué)業(yè)自我效能感有直接的預(yù)測(cè)作用。其社會(huì)支持水平?jīng)Q定著學(xué)業(yè)自我效能感和學(xué)習(xí)動(dòng)機(jī)的水平;(4)學(xué)業(yè)自我效能感、學(xué)習(xí)動(dòng)機(jī)以及學(xué)習(xí)焦慮可以有效預(yù)測(cè)學(xué)生學(xué)習(xí)流暢體驗(yàn)的獲得;(5)社會(huì)支持首先通過(guò)預(yù)測(cè)學(xué)習(xí)動(dòng)機(jī)、學(xué)業(yè)自我效能感進(jìn)而對(duì)流暢體驗(yàn)產(chǎn)生影響,二者在社會(huì)支持與流暢體驗(yàn)中起部分中介作用,而學(xué)習(xí)焦慮的中介作用并不顯著。從理論回到實(shí)踐,本研究結(jié)論發(fā)現(xiàn)對(duì)于我國(guó)當(dāng)前高中生教育具有重要啟示和積極意義:宏觀上要主動(dòng)營(yíng)造和諧的家庭和校園氛圍,微觀上需充分發(fā)揮高中生學(xué)習(xí)動(dòng)機(jī)和學(xué)業(yè)自我效能感的中介作用,并適度地激發(fā)學(xué)生的學(xué)習(xí)焦慮。
[Abstract]:The high school students and their families must face up to the pressure of entrance examination competition. If it is not properly treated, it will not only affect the academic achievement, but also the self-confidence and dignity of the children and even the family. Therefore, the positive psychological role in the learning process of high school is paid more attention to. The sense of belonging and security of high school students mainly come from school and family. Only when this kind of basic feeling is satisfied can we talk about students' goal realization desire and self-worth experience. Then, if we want to transform the role of family and school support system to the positive learning state of high school students, how to effectively obtain the positive psychological state in the academic situation with the help of friends, relatives and teachers will become an important research problem. Among them, the exploration of influence mechanism is the most important. Therefore, this study introduces the concepts of social support and fluency experience, which are consistent with the above problems, and aims to emphasize the mechanism of social support on the learning fluency experience of senior high school students, so as to maximize the degree of transformation. Specifically, the purpose of this paper is to explore the mechanism of social support through the establishment of social support to affect the smooth experience of multi-mediation effect model. Methods: 950 high school students were selected as subjects to conduct a questionnaire survey, demographic analysis of social support and fluent experience of high school students, further use of regression analysis and structural equation model, Examine the intermediary mechanism of social support and smooth experience. The results were as follows: (1) Social support and fluency experience were not affected by gender, and there were significant differences in social support levels among high school students in different grades. However, there is no significant difference in the overall level of fluent experience. (2) Social support directly affects the acquisition of fluent experience of senior high school students, and the higher the level of social support, the higher the level of social support. (3) Social support has direct predictive effect on high school students' learning motivation and academic self-efficacy. The level of social support determines the level of academic self-efficacy and learning motivation; (4) academic self-efficacy, learning motivation and learning anxiety can effectively predict the acquisition of students' learning fluency experience; (5) Social support can first predict learning motivation. Academic self-efficacy in turn has an impact on fluency experience, both of which play a part of intermediary role in social support and fluency experience, but learning anxiety has no significant intermediary role. From theory to practice, the conclusion of this study found that the current high school education in our country has important enlightenment and positive significance: macroscopically, we should take the initiative to create a harmonious family and campus atmosphere, At the micro level, it is necessary to give full play to the mediating role of high school students' learning motivation and academic self-efficacy, and to stimulate students' learning anxiety moderately.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G442

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