發(fā)布時間：2018-05-01 10:21

  本文選題：學業(yè)成績 + 生態(tài)心理學　； 參考：《江西師范大學》2009年碩士論文

【摘要】： 一直以來,提高學生的學業(yè)成績一直都受到教育心理學家的重視,許多專家提出了自己的觀點。然而,多數都把教育問題的出現定位在了學生的身上,改變這一狀況幾乎都是針對學生進行教育轉化和能力、技能訓練,教育實踐表明,這種教育的轉化收效甚微。所以,本文從生態(tài)心理學的角度出發(fā),根據布朗芬布倫納的生態(tài)微系統(tǒng)理論構建生態(tài)教育模式,從學生內部環(huán)境系統(tǒng)、家庭環(huán)境系統(tǒng)和學校環(huán)境系統(tǒng)三個子系統(tǒng)來闡述與學生的學業(yè)成績之間的關系。本研究不僅考慮到各個子系統(tǒng)對學業(yè)成績的影響,同時考慮到兩兩子系統(tǒng)的交互作用對學業(yè)成績的關系,運用實證研究來彌補以往研究的不足,進一步提出針對性的教育建議。 本研究采用《學習策略問卷》、《學業(yè)自我效能感量表》、《成就目標定向問卷》、《學習動機問卷》、《學習歸因問卷》、《父母教養(yǎng)方式評價量表》、《師生關系問卷》、《學生感知教師支持行為問卷》和《同伴提名問卷》進行問卷調查研究,探討三個子系統(tǒng)與學業(yè)成績的相關性、三個子系統(tǒng)對學業(yè)成績的貢獻率大小以及家庭環(huán)境系統(tǒng)和學校環(huán)境系統(tǒng)的交互作用對學業(yè)成績的影響。 本研究結果表明: 1、深層策略、無組織策略、學業(yè)自我效能、學習動機呈極其顯著相關。其中,無組織策略和表層型學習動機成負向相關。信任鼓勵型、情感溫暖型、專制型和忽視型的父母教養(yǎng)方式與學業(yè)成績相關性極其顯著。師生關系和學生感知教師在情感和能力方面的支持行為與學業(yè)成績成高度性相關。 2、通過逐步回歸法研究表明,學業(yè)自我效能、無組織策略、深層型學習動機、深層學習策略對學業(yè)成績有預測作用。其中,學業(yè)自我效能(學業(yè)能力和學業(yè)行為)的決定系數R~2=0.520。信任鼓勵型和情感溫暖型的父母教養(yǎng)方式對學業(yè)成績具有積極的影響,而忽視型的父母教養(yǎng)方式對學業(yè)成績具有消極的負向影響。支持型和沖突型的師生關系進入回歸方程。 3、父母教養(yǎng)方式與師生關系、學生感知教師支持行為和同伴關系的交互作用對學生的學業(yè)成績產生了影響。
[Abstract]:Educational psychologists have always attached importance to improving students' academic achievement, and many experts have put forward their own views. However, most of the problems of education are fixed on the students, the change of this situation is almost aimed at the students' educational transformation and ability, skill training, educational practice shows that the transformation of this kind of education has little effect. Therefore, from the perspective of ecological psychology, this paper constructs the ecological education model according to BrownFinn Brenner's ecological microsystem theory, from the students' internal environment system, Three subsystems, family environment system and school environment system, are used to explain the relationship with students' academic achievement. This study not only takes into account the influence of each subsystem on academic achievement, but also takes into account the relationship between the interaction of two subsystems and academic achievement, and makes use of empirical research to make up for the shortcomings of previous studies, and further puts forward targeted education suggestions. This study adopts the Learning Strategy questionnaire, the academic Self-efficacy scale, the Achievement goal orientation questionnaire, the Learning motivation questionnaire, the Learning Attribution questionnaire, the Parental rearing style Evaluation scale, the teacher-student relationship questionnaire, the student perception teacher questionnaire. Support behavior questionnaire and Peer nomination questionnaire were investigated. The relationship between the three subsystems and the academic achievement, the contribution rate of the three subsystems to the academic achievement and the interaction between the family environment system and the school environment system on the academic achievement were discussed. The results show that: 1. Deep strategy, non-organization strategy, academic self-efficacy and learning motivation were significantly related. Among them, there is a negative correlation between the non-organization strategy and the surface learning motivation. Parental rearing styles of trust, encouragement, warmth, autocracy and neglect were significantly correlated with academic achievement. The relationship between teachers and students and the supportive behavior of teachers in emotion and ability are highly correlated with academic achievement. 2. The results of stepwise regression analysis show that academic self-efficacy, non-organizational strategy, deep learning motivation and deep learning strategy can predict academic achievement. Among them, the determination coefficient of academic self-efficacy (academic ability and academic behavior) is R _ (22) 0. 520. The parental rearing style of trust, encouragement and emotional warmth has a positive effect on academic achievement, while neglected parental rearing has a negative influence on academic achievement. The supportive and conflicting teacher-student relations enter the regression equation. 3. The interaction between parental rearing style and teacher-student relationship, students' perception of teacher support behavior and peer relationship has an impact on students' academic achievement.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：B844.2

【引證文獻】

相關碩士學位論文 前1條

1 張紅兵;大學生感知到的教師支持、自我決定動機與學業(yè)情緒的關系[D];哈爾濱工程大學;2012年

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本文編號：1828927