【摘要】：高中生處在個體成長的特殊時期,他們的生理和心理變化又很大。同時他們處在特殊的學(xué)習(xí)階段,承受著一定的學(xué)習(xí)壓力。此外,他們生活在當(dāng)今的社會背景下,他們的成長又必然會帶有這個時代的烙印。針對我所任教單位的實際情況,我選取了高中生的學(xué)習(xí)動機,自我管理能力與學(xué)業(yè)拖延三個與學(xué)習(xí)關(guān)系密切的因素來進行分析。近年來相關(guān)方面的研究有很多,該研究在以往的研究基礎(chǔ)之上,以了解當(dāng)?shù)貙W(xué)生的學(xué)習(xí)動機,自我管理能力與學(xué)業(yè)拖延的情況為目的進行分析,以期服務(wù)于教育教學(xué)工作。該論文以天津市某區(qū)高一至高三年級學(xué)生為樣本(學(xué)生總?cè)藬?shù)615人),以問卷調(diào)查的形式,對該校高中生的學(xué)習(xí)動機,自我管理能力和學(xué)業(yè)拖延等情況進行調(diào)查,運用描述性統(tǒng)計分析和方差檢驗進行數(shù)據(jù)分析。研究結(jié)果:1.學(xué)習(xí)動機、自我管理能力和學(xué)業(yè)拖延兩兩相關(guān),學(xué)習(xí)動機越強越不容易產(chǎn)生學(xué)業(yè)拖延,自我管理能力越強越不容易產(chǎn)生學(xué)業(yè)拖延,學(xué)習(xí)動機越強自我管理能力越強。2.學(xué)習(xí)動機、自我管理能力和學(xué)業(yè)拖延因素在性別和年級上存在人口統(tǒng)計學(xué)差異,在母親教育程度上不存在人口統(tǒng)計學(xué)差異。研究結(jié)論:1.學(xué)習(xí)動機、自我管理能力均與學(xué)業(yè)拖延呈負(fù)相關(guān),學(xué)習(xí)動機與自我管理能力呈正相關(guān)。2.學(xué)習(xí)動機、自我管理能力和學(xué)業(yè)拖延在性別和年級上存在人口統(tǒng)計學(xué)差異。
[Abstract]:High school students in a special period of individual growth, their physical and psychological changes are great. At the same time, they are in a special stage of learning, under certain pressure of learning. In addition, they live in today's social background, their growth will inevitably bear the brand of this era. According to the actual situation of my teaching unit, I choose three factors which are closely related to learning, such as learning motivation, self-management ability and academic procrastination. In recent years, there are a lot of related studies. Based on the previous studies, the purpose of this study is to understand the local students' learning motivation, self-management ability and academic procrastination, in order to serve the educational and teaching work. In this paper, the students of grade one to grade three in a district of Tianjin were selected as a sample (615 students in total). A questionnaire survey was conducted to investigate the learning motivation, self-management ability and academic procrastination of the high school students. Descriptive statistical analysis and variance test were used to analyze the data. Results: 1. Learning motivation, self-management ability and academic procrastination are both related. The stronger the learning motivation, the less likely it is to cause academic procrastination. The stronger the self-management ability is, the less the academic procrastination is, the stronger the learning motivation is, the stronger the self-management ability is. The factors of learning motivation, self-management ability and academic procrastination had statistical differences in sex and grade, but there was no demographic difference in the level of mother's education. Conclusion: 1. Learning motivation and self-management ability were negatively correlated with academic procrastination, and learning motivation was positively correlated with self-management ability. 2. There were demographic differences in gender and grade among learning motivation, self-management ability and academic procrastination.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G442

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