本文選題：初中生 + 學業(yè)不良��； 參考：《浙江師范大學》2010年碩士論文

【摘要】： 學業(yè)不良(Learning Disabilities,簡稱L D)自2 0世紀60年代起成為心理學界、教育界共同關注的一個問題,目前國內對L D的研究多集中于小學生,對初中生的相關研究較少,而且長期以來人們主要關注L D學生學業(yè)技能的發(fā)展和矯治,只是在近些年才開始關注L D學生的心理健康問題；并已基本形成一個共識：學業(yè)不良是多種消極因素共同作用的結果,其中一個重要因素是學業(yè)不良學生的學業(yè)動機低下,缺乏應有的自信心,自我效能感水平普遍較低。 學業(yè)求助即學生在學業(yè)上遭遇難題時,向教師或同學尋求協(xié)助,以求順利解決問題、完成學業(yè)活動之行為。從20世紀80年代開始,學業(yè)求助問題成為西方心理學、教育學研究的一個重要課題,國外學者繞著學業(yè)求助展開了多方位的探討,但以初中學業(yè)不良學生為研究對象的不多。本研究試圖在前人研究的基礎上,從自尊和自我效能兩個方面來綜合考查學業(yè)不良初中生的學業(yè)求助,以期為其教育轉化提供參考依據(jù)和指導。 本研究從浙江省四所中學共1192名學生選出學業(yè)不良學生130名,同時選出1062名學業(yè)正常學生作為對照組,主要采用問卷調查法,對初中三個年級學生的學業(yè)求助現(xiàn)狀、學業(yè)求助在人口學變量上(性別、年級、學校)的差異以及自尊、自我效能與學業(yè)求助的關系進行了研究和探討。 本文得出的主要結論為： 1.性別差異：學業(yè)不良初中生之間,其自尊、自我效能與學業(yè)求助在性別上均無差異；但對包括學業(yè)不良學生與正常學生在內的全體被試來說,在自尊、自我效能與學業(yè)求助均有顯著的性別差異,具體而言,在自尊、學業(yè)求助上男生顯著低于女生；在自我效能上,男生顯著高于女生。 2.年級差異：學業(yè)不良初中生之間,其自我效能與學業(yè)求助在年級上存在非常顯著的差異,得分上初一初二均高于初三；在自尊方面沒有顯著的年級差異。 3.學校差異：學業(yè)不良初中生之間,其學業(yè)求助存在學校差異；對包括學業(yè)不良學生與正常學生在內的全體被試來說,其自尊、自我效能與學業(yè)求助均有顯著的學校差異。 4.學業(yè)不良初中生之間自我效能與自尊呈顯著負相關；其自我效能與學業(yè)求助呈顯著正相關；自尊與工具性求助呈顯著負相關,自尊與執(zhí)行性性求助、回避性求助呈顯著正相關。對于包括學業(yè)不良學生與正常學生在內的全體被試,與學業(yè)不良初中生情況一致。
[Abstract]:Learning disabilities (LDs) has been a common concern in the field of psychology since 1960s. At present, most of the researches on LD in China are focused on primary school students, but few on junior high school students. For a long time, people mainly pay attention to the development and correction of LD students' academic skills, only in recent years began to pay attention to the mental health of LD students. And it has basically formed a consensus: academic disability is the result of multiple negative factors, one of the important factors is the low academic motivation of students with learning disabilities, lack of due self-confidence, the level of self-efficacy is generally low. Academic help is the behavior of students seeking help from teachers or students in order to solve problems and finish academic activities. Since the 1980s, the problem of academic help has become an important subject in western psychology and pedagogy research. Foreign scholars have carried out a multi-faceted discussion around academic help, but few students with learning disabilities in junior high school are the objects of study. On the basis of previous studies, this study attempts to comprehensively examine the academic help-seeking of junior high school students with learning disabilities from two aspects of self-esteem and self-efficacy, in order to provide reference and guidance for their educational transformation. In this study, a total of 1192 students with learning disabilities were selected from four middle schools in Zhejiang Province, and 1062 normal students were selected as the control group. The differences in demographic variables (sex, grade, school) and the relationship between self-esteem, self-efficacy and academic help-seeking were studied and discussed. The main conclusions of this paper are as follows: 1. Gender differences: there was no significant difference in self-esteem, self-efficacy and academic help among students with learning disabilities, but for all subjects, including students with learning disabilities and normal students, self-esteem was the highest. There were significant gender differences between self-efficacy and academic help-seeking, specifically, boys were significantly lower than girls in self-esteem and academic help-seeking, and boys were significantly higher than girls in self-efficacy. 2. Grade difference: there was a very significant difference between self-efficacy and academic help in grade among junior high school students with learning disabilities. The scores of grade two in grade one were higher than that in grade three, but there was no significant grade difference in self-esteem. 3. School difference: there are school differences in academic help-seeking among junior high school students with learning disabilities, and there are significant differences in self-esteem, self-efficacy and academic help-seeking among all subjects, including students with learning disabilities and normal students. 4. There was a significant negative correlation between self-efficacy and self-esteem, a significant positive correlation between self-efficacy and academic help, a significant negative correlation between self-esteem and instrumental help, self-esteem and executive help, and a significant positive correlation between avoidance help and self-efficacy. For all subjects, including students with learning disabilities and normal students, the situation is consistent with that of junior high school students with learning disabilities.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：B844.2;G632.0

【引證文獻】

相關碩士學位論文 前1條

1 周思洋;7-10歲學齡兒童行為與情緒困難及其與學業(yè)成就的相關研究[D];上海師范大學;2011年

，

本文編號：1800972