本文關(guān)鍵詞：青少年元認(rèn)知、大五人格特質(zhì)與學(xué)習(xí)適應(yīng)行為的關(guān)系　出處：《廣州大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

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【摘要】： 適應(yīng)與發(fā)展,是青少年發(fā)展過程中的核心任務(wù)。青少年的發(fā)展成長,本質(zhì)上就是一個(gè)不斷社會(huì)化從而適應(yīng)社會(huì),并在這個(gè)適應(yīng)過程中努力發(fā)展自我的歷程。 上世紀(jì)80年代初,西方發(fā)展心理學(xué)與教育心理學(xué)領(lǐng)域興起了關(guān)于學(xué)習(xí)適應(yīng)的教學(xué)與訓(xùn)練研究,大大促進(jìn)了課堂教學(xué)的改革,取得了良好的效果。自上世紀(jì)90年代以來,學(xué)習(xí)適應(yīng)問題的研究日益受到國內(nèi)教育心理學(xué)研究者的重視。大量的國內(nèi)外的研究表明,良好學(xué)習(xí)適應(yīng)狀況能有效地預(yù)測學(xué)生的學(xué)習(xí)成績。 本研究以青少年社會(huì)適應(yīng)行為整合模型和認(rèn)知情感人格系統(tǒng)(CAPS)的相關(guān)觀點(diǎn)為理論依據(jù),采用文獻(xiàn)法、訪談法、測量法、經(jīng)驗(yàn)總結(jié)法等多種方法相結(jié)合進(jìn)行研究。隨機(jī)抽取廣州市普通中學(xué)和重點(diǎn)中學(xué)各兩所的初一、初二、高一和高二四個(gè)年級共985名中學(xué)生為被試,運(yùn)用描述統(tǒng)計(jì)、T檢驗(yàn)、方差分析和多元層次回歸分析等方法進(jìn)行數(shù)據(jù)處理。探討青少年元認(rèn)知、大五人格特質(zhì)與學(xué)習(xí)適應(yīng)行為的關(guān)系,說明了元認(rèn)知作為一種重要認(rèn)知情感單元(CAU),對典型人格加工結(jié)構(gòu)的形成和加工動(dòng)力產(chǎn)生的作用,及其與大五人格特質(zhì)和學(xué)習(xí)適應(yīng)行為的關(guān)系,證明了大五人格特質(zhì)在元認(rèn)知與學(xué)習(xí)適應(yīng)行為之間關(guān)系上起到了顯著的中介作用。并簡要討論了青少年社會(huì)適應(yīng)行為研究的將來發(fā)展趨勢。 本研究主要結(jié)論如下: 1.性別、學(xué)校類型和年級因素對青少年元認(rèn)知、大五人格特質(zhì)和學(xué)習(xí)適應(yīng)行為具有顯著的影響。 2.青少年元認(rèn)知發(fā)展呈現(xiàn)隨年級升高而逐漸下降的趨勢;在初一到高一階段,青少年學(xué)習(xí)適應(yīng)行為呈現(xiàn)出隨年級升高而逐漸下降的趨勢,在高一到高二階段,青少年學(xué)習(xí)適應(yīng)行為呈現(xiàn)出隨年級升高而逐漸升高的趨勢。 3.青少年元認(rèn)知、大五人格特質(zhì)與學(xué)習(xí)適應(yīng)行為存在普遍的顯著相關(guān)。大五人格特質(zhì)因素在元認(rèn)知對學(xué)習(xí)適應(yīng)行為的影響過程中起中介作用。
[Abstract]:Adaptation and development are the core tasks in the process of youth development. In essence, the development and growth of teenagers is a process of socialization to adapt to society, and to develop themselves in the process of adaptation. In -20s, the western field of developmental psychology and educational psychology developed the teaching and training research on learning adaptation, which greatly promoted the reform of classroom teaching. Since -10s, the study of learning adaptation has been paid more and more attention by domestic educational psychology researchers. A large number of domestic and foreign studies show that. Good learning adaptation can effectively predict students' academic performance. Based on the theories of social adaptation behavior integration model and cognitive affective personality system (CAPSs), this study adopts literature, interview and measurement methods. In this study, 985 middle school students were randomly selected from four grades of Grade one, Grade two, Grade one and Grade two of Guangzhou General Middle School and key Middle School. The data were processed by descriptive statistical T test, variance analysis and multivariate hierarchical regression analysis. The relationship between adolescents' metacognition, Big five personality traits and learning adaptive behavior was discussed. This paper illustrates the role of metacognition as an important cognitive and affective unit in the formation of typical personality processing structure and its relationship with personality traits and learning adaptation behavior of Big five. It is proved that the personality traits of Big five play an important role in the relationship between metacognition and learning adaptive behavior, and the future development trend of the study on social adaptive behavior of adolescents is briefly discussed. The main conclusions of this study are as follows: 1. Gender, school type and grade factors had significant effects on adolescents' metacognition, personality traits and learning adaptive behaviors. 2. The development of metacognition of adolescents decreased gradually with the increase of grade; From the first year to the first year of senior high school, the learning adaptation behavior of adolescents decreased gradually with the increase of grade, and in the first and second years of senior high school. Adolescents' learning adaptive behavior shows a trend of increasing with the increase of grade. 3. There is a significant correlation between metacognition, personality trait of Big five and learning adaptive behavior, which plays an intermediary role in the process of influence of metacognition on learning adaptive behavior.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：B844.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 高耀;處境不利學(xué)生的人格與學(xué)校適應(yīng)的關(guān)系[D];湖南科技大學(xué);2011年

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本文編號：1375580