本文關(guān)鍵詞： 初高中銜接期 考試焦慮 應(yīng)對(duì)方式　出處：《遼寧師范大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：本研究旨在探索初高中銜接階段學(xué)生應(yīng)對(duì)方式和考試焦慮之間的關(guān)系,采用中學(xué)生考試焦慮問(wèn)卷和中學(xué)生應(yīng)對(duì)方式量表,對(duì)508名初高中銜接期學(xué)生進(jìn)行問(wèn)卷調(diào)查,系統(tǒng)考察了初高中銜接期學(xué)生的指向問(wèn)題應(yīng)對(duì)總分、指向情緒應(yīng)對(duì)總分及考試焦慮總分的現(xiàn)狀,并比較了初高中組、性別、學(xué)校、獨(dú)生子女、是否學(xué)生班委以及是否住校等變量在各量表得分上的差異,為了探討初高中銜接期學(xué)生的考試焦慮對(duì)應(yīng)對(duì)方式的預(yù)測(cè)作用,對(duì)應(yīng)對(duì)方式和考試焦慮的關(guān)系進(jìn)行了檢驗(yàn),得出以下幾點(diǎn)主要結(jié)論： 1.初中生指向問(wèn)題應(yīng)對(duì)的能力明顯高于高中生,尤其是在問(wèn)題解決和積極合理化的解釋方面。 2.與初中生相比,高中生考試焦慮的水平更高,尤其在自卑和對(duì)后果的擔(dān)憂方面。 3.班委同學(xué)在應(yīng)對(duì)方式中更傾向于指向問(wèn)題應(yīng)對(duì),其中在問(wèn)題解決和積極的合理化的解釋方面,都顯著高于不是班委的同學(xué)；而不是班委的同學(xué)在面對(duì)問(wèn)題時(shí)更傾向于幻想,自卑水平比班委同學(xué)高,考試焦慮的水平也更高。 4.與非獨(dú)生子女相比,獨(dú)生子女更傾向于指向問(wèn)題應(yīng)對(duì),問(wèn)題解決能力更強(qiáng)；而非獨(dú)生子女更容易發(fā)泄情緒。 5.與本市學(xué)生相比,家庭不在本市的學(xué)生,在應(yīng)對(duì)問(wèn)題時(shí),更傾向于尋求社會(huì)支持,考試焦慮的水平更低。 6.初高中銜接期學(xué)生考試焦慮水平越高,在面對(duì)問(wèn)題時(shí)越傾向于情緒應(yīng)對(duì),問(wèn)題解決的能力越低。 7.初高中銜接期學(xué)生考試焦慮對(duì)其指向情緒應(yīng)對(duì)有預(yù)測(cè)作用。具體來(lái)說(shuō),學(xué)生考試焦慮的水平直接影響其指向情緒應(yīng)對(duì)的水平,考試越焦慮,面對(duì)問(wèn)題時(shí)就越傾向于指向情緒應(yīng)對(duì),其情緒越消極。
[Abstract]:The purpose of this study is to explore the relationship between students' coping style and test anxiety in the cohesive stage of middle and high schools, and to use the test anxiety questionnaire and the coping style scale for middle school students. A questionnaire survey was conducted among 508 middle and high school students in the bridging period, and the present situation of the students' total points of problem coping, emotional coping and test anxiety were systematically investigated. And compared the junior high school group, gender, school, only child, whether the class committee and whether the residential variables on the scale differences. In order to explore the predictive effect of test anxiety on coping style in middle and high school students, this paper tests the relationship between coping style and test anxiety, and draws the following main conclusions: 1. Junior high school students' ability of problem-oriented coping is significantly higher than that of high school students, especially in problem solving and positive rationalization of explanation. 2. High school students have a higher level of test anxiety than junior high school students, especially in terms of inferiority complex and worry about consequences. 3. The students of the class committee are more inclined to point to the problem response in the coping style, especially in the aspect of the problem solving and the positive rationalization explanation, which are significantly higher than those of the students who are not the class committee members; The students who are not the class committee are more inclined to fantasize when facing the problem, the inferiority level is higher than the class committee students, and the level of test anxiety is higher. 4. Compared with non-only children, only children are more likely to point to problems and have better problem-solving skills, rather than only children who are more likely to vent their emotions. 5.Compared with the students in this city, the students whose families are not in the city tend to seek social support and the level of test anxiety is lower when dealing with problems. 6. The higher the level of test anxiety is, the more inclined students are to emotional coping in the face of problems, and the lower the ability of problem-solving is. 7. The students' test anxiety in the connecting period of middle and high schools can predict their directed emotional coping. Specifically, the level of students' test anxiety directly affects their level of directed emotional coping, and the more anxious they are, the more anxious they are. In the face of problems, the more tend to point to emotional coping, their emotions are more negative.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G444

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