發(fā)布時間：2019-05-30 08:12

【摘要】：20世紀(jì)80年代以來,我國經(jīng)濟的發(fā)展突飛猛進(jìn),導(dǎo)致一些大中城鎮(zhèn)吸引了越來越多的農(nóng)村剩余勞動力,由于種種限制不得不把子女留在農(nóng)村,隨之便出現(xiàn)了農(nóng)村留守兒童現(xiàn)象。筆者任教于一所農(nóng)村高中十多年,有很多教育對象都是留守學(xué)生,因此對留守學(xué)生的基本情況和問題比較了解。在班杜拉理論體系中,最為重要的一大內(nèi)容即為自我效能論。在班杜拉理論中,自我效能被視為一種特定的心理狀態(tài),可對人們各類行為活動的執(zhí)行產(chǎn)生直接而重要的影響,因此它對于人們行為的調(diào)節(jié)與控制價值非凡,意義深遠(yuǎn)。學(xué)生的自我效能感是判斷學(xué)生心理健康水平的有效依據(jù)。當(dāng)下,與留守學(xué)生有關(guān)的諸類研究不計其數(shù),歸總起來,則重點是以留守兒童心理健康問題及影響因素或者是對留守兒童的問題行為及策略等的研究為主的,針對農(nóng)村留守中學(xué)生自我效能感的研究很少。農(nóng)村留守中學(xué)生的自我效能感狀況會直接影響和調(diào)節(jié)他們的行為,因此對農(nóng)村留守中學(xué)生的自我效能感的研究具有非常重要的意義。因此本研究希望借助調(diào)查留守學(xué)生自我效能感基本狀況來發(fā)現(xiàn)其中的問題,從而提出提高自我效能的對策。本研究主要采用的是文獻(xiàn)綜述法、問卷法和訪談法,在相關(guān)綜述的基礎(chǔ)上,通過調(diào)查問卷法等方法來調(diào)研和深入了解農(nóng)村當(dāng)前留守中學(xué)生自我效能感真實狀況。本研究使用《一般自我效能感量表》通過對四川邛崍市兩所初中和兩所高中的800名學(xué)生的進(jìn)行問卷調(diào)查,并對有效數(shù)據(jù)進(jìn)行處理后發(fā)現(xiàn)以下結(jié)果:1.農(nóng)村留守中學(xué)生的一般自我效能感均分顯著低于農(nóng)村非留守中學(xué)生;同年級橫向?qū)Ρ?非留守的初中生的一般自我效能感得分要顯著高于同年級的留守的初中生。2.農(nóng)村留守中學(xué)生的一般自我效能感存在明顯的性別差異,男生得分要比女生高出很多。3.農(nóng)村留守中學(xué)生一般自我效能感因年級不同也會有所不同,農(nóng)村留守高中生的一般自我效能感顯著高于農(nóng)村留守初中生。4.在留守方式方面,與父母同輩親友一起居住的農(nóng)村留守中學(xué)生具有較高的一般自我效能感,跟哥哥/姐姐、母親、父親、爺爺/奶奶或外公/外婆一起居住的一般自我效能感逐漸減小,而獨自居住的農(nóng)村留守中學(xué)生的一般自我效能感最低�；诒狙芯康囊陨习l(fā)現(xiàn),本文還有針對性的提出了一些建議,希望通過這些方法來提升他們的自主學(xué)習(xí)意愿度及能力,強化農(nóng)村留守中學(xué)生的自我效能感。
[Abstract]:Since the 1980s, with the rapid development of China's economy, some large and medium-sized towns have attracted more and more rural surplus labor force. Due to various restrictions, they have to leave their children in the countryside, followed by the phenomenon of rural left-behind children. The author has been teaching in a rural high school for more than ten years, and many of them are left-behind students, so they have a better understanding of the basic situation and problems of the left-behind students. In the Bandura theory system, the most important content is the theory of self-efficacy. In Bandura theory, self-efficacy is regarded as a specific psychological state, which can have a direct and important impact on the implementation of all kinds of behavioral activities, so it is of great value and far-reaching significance for the regulation and control of people's behavior. Students' sense of self-efficacy is an effective basis for judging students' mental health level. At present, there are countless kinds of studies related to left-behind students, all in all, the focus is on the mental health problems and influencing factors of left-behind children or on the behavior and strategies of left-behind children. There are few studies on the self-efficacy of rural left-behind middle school students. The self-efficacy of rural left-behind middle school students will directly affect and regulate their behavior, so it is of great significance to study the self-efficacy of rural left-behind middle school students. Therefore, this study hopes to find out the problems by investigating the basic situation of left-behind students' sense of self-efficacy, and then put forward the countermeasures to improve self-efficacy. This study mainly adopts the methods of literature review, questionnaire and interview. On the basis of the relevant review, through the questionnaire and other methods to investigate and deeply understand the real situation of left-behind middle school students' self-efficacy in rural areas. In this study, 800 students from two junior middle schools and two senior high schools in Qionglai City, Sichuan Province were investigated by using the General self-efficacy scale, and the following results were found after processing the effective data: 1. The average score of general self-efficacy of rural left-behind middle school students was significantly lower than that of rural non-left-behind middle school students. Compared with the same grade, the score of general self-efficacy of non-left-behind junior high school students was significantly higher than that of left-behind junior high school students in the same grade. 2. There are obvious gender differences in the general self-efficacy of rural left-behind middle school students, and the scores of boys are much higher than those of girls. The general self-efficacy of rural left-behind middle school students is also different from that of rural left-behind middle school students. The general self-efficacy of rural left-behind high school students is significantly higher than that of rural left-behind junior high school students. In terms of the way of staying, the rural left-behind middle school students who live with their parents and relatives and friends have a high sense of general self-efficacy, with their brothers / sisters, mothers, fathers, The general self-efficacy of Grandpa / Grandma or Grandpa / Grandma living together gradually decreased, while the general self-efficacy of rural left-behind middle school students living alone was the lowest. Based on the above findings of this study, this paper also puts forward some suggestions, hoping to improve their willingness and ability to learn independently and strengthen the sense of self-efficacy of rural left-behind middle school students.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G444

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