本文選題：環(huán)境支持 + 大學(xué)生�。� 參考：《西安電子科技大學(xué)》2013年碩士論文

【摘要】：隨著我國高等教育的普及，，就業(yè)壓力的不斷增大，社會主義市場經(jīng)濟的飛速發(fā)展，現(xiàn)代信息化技術(shù)的不斷進(jìn)步，這些因素都為當(dāng)代大學(xué)生帶來了新的成長契機，同時也為大學(xué)生的教育帶來了更多挑戰(zhàn)。一些學(xué)生因為成長環(huán)境中存在不當(dāng)?shù)慕逃绞�，影響其產(chǎn)生錯誤的自我認(rèn)知和自我評價，造成自我效能感水平低下，出現(xiàn)目標(biāo)設(shè)定水平與自身情況不符、努力程度不足、堅持力較差、自我監(jiān)控能力下降、求助行為缺失、存在心理障礙等問題。甚至因為自我效能感的影響，不能正確面對外界環(huán)境中存在的各種壓力而走向極端，發(fā)生一些不該出現(xiàn)的悲劇。這些現(xiàn)象的產(chǎn)生，對當(dāng)代大學(xué)生自我效能感的培養(yǎng)提出了新的要求。家庭、學(xué)校和學(xué)生個體需要重視自我效能感在個人成長發(fā)展中的重要地位，需要明確通過環(huán)境支持中不同方面的影響因素，對自我效能感的培養(yǎng)作用。認(rèn)真地、科學(xué)地對大學(xué)生自我效能感培養(yǎng)問題開展研究，引導(dǎo)大學(xué)生有效接受來自家庭、同伴、學(xué)校和實踐活動的支持作用，有助于提升大學(xué)生個體的自我效能感水平，幫助大學(xué)生健康成長。 本文以西安電子科技大學(xué)、陜西師范大學(xué)、西北大學(xué)和西安建筑科技大學(xué)等，西安地區(qū)四所高校，共計744名在校本科學(xué)生的抽樣調(diào)查結(jié)果，以及對部分被測學(xué)生進(jìn)行深入訪談材料的整理和分析為基礎(chǔ)，對大學(xué)生的自我效能感水平、環(huán)境支持現(xiàn)狀等問題進(jìn)行了調(diào)查和分析。發(fā)現(xiàn)大學(xué)生自我效能感整體現(xiàn)狀處在中等偏上的水平，環(huán)境支持中，同伴支持和實踐活動支持與大學(xué)生自我效能感呈顯著正相關(guān)，家庭環(huán)境中男女生獲得支持的水平存在較大差異，學(xué)校支持環(huán)境表現(xiàn)出諸多的不足，其中情感支持和教師教學(xué)效能等方面的問題表現(xiàn)較為突出。 本文針對當(dāng)代大學(xué)生自我效能感現(xiàn)狀水平和學(xué)生個體環(huán)境支持現(xiàn)狀的特點，在借鑒國外成熟的自我效能感培養(yǎng)教育經(jīng)驗的基礎(chǔ)上，提出加強環(huán)境支持對大學(xué)生自我效能感培養(yǎng)的建議和措施：提出完善家庭支持的連續(xù)性；健全學(xué)校支持系統(tǒng)；提升高校心理咨詢技術(shù)；建立適當(dāng)獎懲機制；以及拓展實踐活動參與渠道，為大學(xué)生搭建實踐平臺等相應(yīng)舉措。 本文是從當(dāng)代大學(xué)生環(huán)境支持對個體自我效能感影響作用的視角，探究家庭、同伴、學(xué)校和實踐活動支持環(huán)境，對個體自我效能感的影響程度和培養(yǎng)教育方法。目的是以當(dāng)代大學(xué)生的立場來思考，通過環(huán)境支持對大學(xué)生自我效能感培養(yǎng)的問題，盡量避免因不適合當(dāng)代大學(xué)生成長環(huán)境，而引起對教育效果的削減，探索適合當(dāng)代大學(xué)生自我效能感培養(yǎng)的教育理念。
[Abstract]:With the popularization of higher education in China, the increasing pressure of employment, the rapid development of socialist market economy and the continuous progress of modern information technology, these factors have brought new opportunities for the growth of contemporary college students. At the same time, it also brings more challenges to the education of college students. Because of the improper educational way in the growing up environment, some students have the wrong self-cognition and self-evaluation, so the self-efficacy level is low, the goal setting level does not accord with their own situation, and the level of effort is insufficient. Poor persistence, low self-monitoring ability, lack of help-seeking behavior, psychological disorders and so on. Even because of the influence of self-efficacy, it can not face all kinds of pressures existing in the external environment and go to the extreme, and some tragedies should not occur. The emergence of these phenomena puts forward new requirements for the cultivation of college students'sense of self-efficacy. Families, schools and students need to pay attention to the importance of self-efficacy in the development of personal growth and need to clarify the role of self-efficacy through different factors in environmental support. Conscientiously and scientifically, the research on the cultivation of college students' self-efficacy can lead them to accept the support function from family, peers, schools and practical activities effectively, which will help to improve the level of self-efficacy of college students. To help college students grow up healthily. Based on the results of a sample survey of 744 undergraduate students from four universities in Xi'an, Xi'an University of Electronic Science and Technology, Shaanxi normal University, Northwest University and Xi'an University of Architectural Science and Technology, Based on the analysis and arrangement of some students' interview materials, this paper investigates and analyzes the level of self-efficacy and the current situation of environmental support of college students. It was found that the overall status of college students' self-efficacy was at the middle level, and that peer support and practical activity support were positively correlated with college students' self-efficacy. There are great differences in the level of support between male and female students in the family environment, and there are many deficiencies in the school support environment, among which the problems of emotional support and teachers' teaching effectiveness are more prominent. This paper aims at the characteristics of the current level of college students' self-efficacy and the current situation of students' individual environmental support, on the basis of drawing lessons from the foreign mature self-efficacy education experience. Some suggestions and measures are put forward to strengthen the cultivation of college students' sense of self-efficacy: to improve the continuity of family support, to improve the school support system, to improve the psychological counseling technology of colleges and universities, to establish appropriate reward and punishment mechanism; And expand the channels of participation in practical activities, for college students to build practice platform and other corresponding measures. From the perspective of the influence of contemporary college students' environmental support on individual self-efficacy, this paper explores the influence of family, peer, school and practical activity support environment, the degree of influence on individual self-efficacy and the training of educational methods. The purpose of this paper is to think from the standpoint of contemporary college students, to support the cultivation of college students' sense of self-efficacy through environmental support, and to avoid the reduction of educational effects because it is not suitable for the growth environment of contemporary college students. To explore the educational concept suitable for the cultivation of self-efficacy of contemporary college students.
【學(xué)位授予單位】：西安電子科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G641

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 郭本禹;姜飛月;;學(xué)校學(xué)習(xí)型組織與小學(xué)教師效能感的關(guān)系研究[J];常州工學(xué)院學(xué)報(社科版);2006年02期

2 于福洋;李穎;劉佳;唐海波;;研究生自我效能感、社會支持與心理幸福感的關(guān)系[J];中國健康心理學(xué)雜志;2009年01期

3 童瑛,陸麗青;暗示技術(shù)在提高自我效能感中的運用[J];現(xiàn)代教育科學(xué);2005年10期

4 姜飛月;自我效能理論及其在學(xué)校教育中的應(yīng)用[J];寧波大學(xué)學(xué)報(教育科學(xué)版);2001年05期

5 鞏汝訓(xùn),李英杰;論學(xué)生自我效能感的培養(yǎng)[J];當(dāng)代教育科學(xué);2004年05期

6 胡泓;大學(xué)生體育學(xué)習(xí)自我效能的培養(yǎng)[J];體育學(xué)刊;2001年04期

7 龍君偉,王沛;自我能力感和組織行為[J];人類工效學(xué);1999年04期

8 麻彥坤,葉浩生;維果茨基最近發(fā)展區(qū)思想的當(dāng)代發(fā)展[J];心理發(fā)展與教育;2004年02期

9 劉霞;范興華;申繼亮;;初中留守兒童社會支持與問題行為的關(guān)系[J];心理發(fā)展與教育;2007年03期

10 周勇，董奇;學(xué)習(xí)動機、歸因、自我效能感與學(xué)生自我監(jiān)控學(xué)習(xí)行為的關(guān)系研究[J];心理發(fā)展與教育;1994年03期

相關(guān)重要報紙文章 前1條

1 ;[N];人民日報;2009年

相關(guān)碩士學(xué)位論文 前8條

1 付晶;自我效能感、成就動機及社會支持對大學(xué)生主觀幸福感的影響[D];河北大學(xué);2011年

2 肖志玲;大學(xué)生學(xué)業(yè)自我效能感與成就動機關(guān)系研究[D];華中師范大學(xué);2002年

3 趙馮香;大學(xué)生職業(yè)決策量表的編訂及應(yīng)用研究[D];浙江大學(xué);2005年

4 張華;研究生職業(yè)決策自我效能感及其與成就動機、社會支持、人格特質(zhì)的關(guān)系研究[D];上海師范大學(xué);2007年

5 許存;職業(yè)決策自我效能及其與焦慮、職業(yè)探索的關(guān)系研究[D];華中師范大學(xué);2008年

6 胡飛飛;高職大學(xué)生社會支持與心理健康相關(guān)研究[D];華中師范大學(xué);2008年

7 伍明輝;大學(xué)畢業(yè)生就業(yè)社會支持、認(rèn)知評價與就業(yè)焦慮的相關(guān)研究[D];廣西師范大學(xué);2008年

8 徐鳳;長沙地區(qū)大學(xué)生職業(yè)決策自我效能感與適應(yīng)性的現(xiàn)狀及相關(guān)研究[D];湖南師范大學(xué);2008年

本文編號：1940257