本文選題：高考壓力 + 應(yīng)對策略　； 參考：《西南大學(xué)》2007年碩士論文

【摘要】： 高考壓力既是影響學(xué)生的心理健康的重要因素，又是影響其考試績效的重要變量。心理學(xué)家們從學(xué)業(yè)壓力、考試壓力、考前學(xué)生心理健康狀況、壓力應(yīng)對等方面進(jìn)行了研究，對高考壓力研究不多，，對高考壓力測量工具、方法和結(jié)論也不統(tǒng)一，系統(tǒng)研究高考壓力、應(yīng)對策略及其與考試績效的關(guān)系尤其缺乏。 本研究主要采用問卷法收集高考壓力源、應(yīng)對策略的資料。運(yùn)用訪談法、探索性和驗(yàn)證性因素分析法、方差分析、回歸分析和模型建構(gòu)等多種方法，系統(tǒng)探討高考壓力源、應(yīng)對策略的結(jié)構(gòu)、特點(diǎn)，并對高考壓力、應(yīng)對策略與考試績效之間的關(guān)系方面進(jìn)行了探索。本研究分三個(gè)部分：高考壓力的探索性和驗(yàn)證性分析和特點(diǎn)的探討；高考壓力應(yīng)對策略的探索性和驗(yàn)證性分析和特點(diǎn)的探討；高考壓力、應(yīng)對策略及其與考試績效的關(guān)系的探討。綜合本研究，得出如下結(jié)論： 1．自編的高考壓力源問卷和高考壓力應(yīng)對策略問卷，具有可接受的心理測量學(xué)指標(biāo)。 2．高考壓力源由任務(wù)要求壓力、父母壓力、競爭氛圍壓力、同伴壓力、老師壓力、自我目標(biāo)壓力6個(gè)因素構(gòu)成。 3．在高考壓力源總體得分上不存在學(xué)校類型、科目、性別、和家庭來源上的差異，但是學(xué)校類型、科目、性別在個(gè)別因素上存在極其顯著的差異。 4．高考壓力應(yīng)對策略是一個(gè)二階二因素一階七因素結(jié)構(gòu)，包括建立自信、忍耐、白責(zé)、自我調(diào)節(jié)、宣泄、幻想、問題解決等七個(gè)一階因素，積極應(yīng)對策略和消極應(yīng)對策略兩個(gè)二階因素。 5．高考壓力應(yīng)對策略存在學(xué)校類型、科目、性別和家庭來源上的差異，特別是在具體因子上存在極其顯著的差異。 6．結(jié)構(gòu)方程模型表明，高考壓力將降低高考成績，而學(xué)生在壓力情景中若能夠妥善運(yùn)用積極應(yīng)對策略則可以有效提高其高考成績。高壓力感受學(xué)生能夠更敏感地察覺高考壓力的存在，并積極尋找積極應(yīng)對策略使高考壓力對考試成績的影響降低。低壓力感受學(xué)生則不容易受到高考壓力的影響。 7．結(jié)構(gòu)方程模型表明，超常發(fā)揮學(xué)生和發(fā)揮失常學(xué)生對環(huán)境中的高考壓力都比較敏感，但是與正常發(fā)揮學(xué)生一樣，超常發(fā)揮學(xué)生能夠更為有效地運(yùn)用應(yīng)對策略降低高考壓力對考試的負(fù)面影響，作到變壓力為動力，從而促進(jìn)考試成績的提高。 綜上所述，本研究在以下幾個(gè)方面有所創(chuàng)新：探索并初步揭示高考壓力源、高考壓力應(yīng)對策略的因素結(jié)構(gòu)與特點(diǎn)；初步探討了高考壓力應(yīng)對策略在高考壓力源和高考績效之間的作用。
[Abstract]:The pressure of college entrance examination is not only an important factor to affect students' mental health, but also an important variable to affect their performance. Psychologists have studied the stress of the college entrance examination from the aspects of academic stress, examination pressure, mental health status of students before the examination, stress coping, and so on. There is not much research on the stress of the college entrance examination, and there is no uniform method, method and conclusion in measuring the pressure of the college entrance examination. A systematic study of college entrance examination pressure, coping strategies and its relationship with test performance is particularly lacking. This research mainly uses questionnaire method to collect the data of college entrance examination stressors and coping strategies. With the methods of interview, exploratory and confirmatory factor analysis, variance analysis, regression analysis and model construction, this paper systematically discusses the structure and characteristics of college entrance examination stressors, coping strategies and the pressure of college entrance examination. The relationship between coping strategies and test performance is explored. This study is divided into three parts: exploratory and confirmatory analysis and characteristics of college entrance examination pressure; exploratory and confirmatory analysis and characteristics of college entrance examination stress coping strategies; college entrance examination pressure, The relationship between coping strategies and test performance. Synthesizing this study, the following conclusions are drawn: 1. The self-designed college entrance examination stressor questionnaire and the college entrance examination stress coping strategy questionnaire have acceptable psychometric indicators. 2. The stress source of college entrance examination consists of six factors: task requirement pressure, parent pressure, competitive atmosphere pressure, peer pressure, teacher pressure and self-goal stress. 3. There are no differences in school types, subjects, sex, and family sources in the overall scores of the stressors of the college entrance examination, but there are extremely significant differences in the types of schools, subjects and gender in individual factors. 4. College entrance examination stress coping strategy is a second-order, first-order, seven-factor structure, which includes seven first-order factors, such as building self-confidence, patience, white responsibility, self-regulation, catharsis, fantasy, problem-solving, etc. Positive coping strategies and negative coping strategies are two second-order factors. 5. There are significant differences in the types of schools, subjects, gender and family sources, especially in specific factors. 6. The structural equation model shows that the stress of the college entrance examination will reduce the score of the college entrance examination, and if the students can properly use the positive coping strategies in the stress situation, they can effectively improve their scores in the college entrance examination. Students with high stress can be more sensitive to the existence of college entrance examination pressure and actively seek positive coping strategies to reduce the impact of college entrance examination stress on examination results. Students who feel low pressure are not easily influenced by the pressure of college entrance examination. 7. The structural equation model shows that both abnormal students and abnormal students are sensitive to the pressure of college entrance examination in the environment, but as normal students, The students can use coping strategies more effectively to reduce the negative impact of college entrance examination pressure on the examination, and change the pressure into the motive force, thus promoting the improvement of test results. To sum up, this study has some innovations in the following aspects: explore and reveal the pressure source of the college entrance examination, the factors structure and characteristics of the coping strategy of the college entrance examination stress; This paper preliminarily discusses the effect of the coping strategies of the college entrance examination stress on the relationship between the college entrance examination stressors and the performance of the college entrance examination.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G442

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 陳虹;云南少數(shù)民族地區(qū)中學(xué)生壓力自我管理的實(shí)證研究[D];重慶大學(xué);2010年

2 張莉祥;小組工作在緩解高三學(xué)生心理壓力中的應(yīng)用與探討[D];蘭州大學(xué);2013年

本文編號：1946129