本文選題：高中生 + 自尊�。� 參考：《遼寧師范大學(xué)》2013年碩士論文

【摘要】：自尊即個體在社會化過程中所獲得的關(guān)于自我價值的積極評價與體驗，它在自我系統(tǒng)中占據(jù)著獨特的核心地位，影響著個體情緒、動機(jī)和行為表現(xiàn)等心理過程，對于考試焦慮的影響同樣不容小覷�？荚嚱箲]由一定考試情境激發(fā)，受到個體身心等制約因素的影響，基本特征表現(xiàn)為擔(dān)憂，基本行為表現(xiàn)為防御、逃避等，并通過不同情緒性反應(yīng)所表現(xiàn)出來的一種特殊心理狀態(tài)。高中生正處于青少年期，他們的自尊發(fā)展會受到多重因素影響，加之學(xué)業(yè)任務(wù)繁重，易引發(fā)他們出現(xiàn)強(qiáng)弱不同的考試焦慮體驗，不僅使學(xué)業(yè)成績和身體素質(zhì)下降，而且使心理健康狀況受到威脅。 本研究通過問卷法與實驗法探究不同考試情境下高中生自尊和考試焦慮的關(guān)系。首先，使用問卷考察高中生自尊發(fā)展?fàn)顩r。然后，篩選出高、低自尊組，并創(chuàng)設(shè)普通和重要兩種考試情境，，將兩組被試平分到不同考試情境下進(jìn)行考試，并完成考試焦慮的測量。最后，以個案方式對由低自尊引發(fā)高考試焦慮的高中生進(jìn)行自尊培養(yǎng)。本研究結(jié)論如下： (1)高中生自尊發(fā)展?fàn)顩r基本良好，較高發(fā)展水平高中生最多，平均發(fā)展水平偏低，高中生自尊水平有待提升。 (2)高中生自尊發(fā)展具有相應(yīng)的年級和性別特點。年級上，呈現(xiàn)出“低-高-低倒U形”發(fā)展態(tài)勢，一年級至二年級顯著上升，二年級至三年級略有下降，一年級是自尊發(fā)展的重要時期。性別上，女生自尊發(fā)展水平顯著低于男生。 (3)低自尊發(fā)展水平高中生，在兩種考試情境下的考試焦慮均顯著高于高自尊，高中生考試焦慮受到其自尊發(fā)展水平的重要影響。 (4)低自尊發(fā)展水平高中生，在兩種考試情境下考中焦慮狀態(tài)均顯著高于考前；高自尊僅在重要考試情境下考中焦慮狀態(tài)顯著高于考前。不同自尊發(fā)展水平高中生的考試焦慮受到考試情境的一定影響。 (5)低自尊發(fā)展水平高中生，在重要考試情境下的考試焦慮均顯著高于在普通情境下的；高自尊無顯著差異。低自尊發(fā)展水平高中生的考試焦慮更易受到考試情境的影響。 (6)以個案方式對3名高中生進(jìn)行自尊培養(yǎng)后，其自尊水平顯著提高、考試焦慮顯著下降，與未培養(yǎng)的高中生存在顯著差異，并在一定時期內(nèi)有所保持，其整體面貌也明顯改善。自尊培養(yǎng)有效促進(jìn)了高中生健康與全面地發(fā)展。
[Abstract]:Self-esteem is the positive evaluation and experience of self-worth acquired by individuals in the process of socialization. It occupies a unique core position in the self-system and influences the psychological processes such as individual emotion, motivation and behavior performance. The impact on test anxiety is equally significant. Test anxiety is inspired by a certain examination situation, and affected by the restriction factors such as individual body and mind. The basic characteristics of test anxiety are worry, basic behavior is defense, escape and so on. And through different emotional responses to show a special state of mind. High school students are in their adolescence, their self-esteem development will be affected by many factors, coupled with heavy academic tasks, easy to cause them to appear strong and weak test anxiety experience, not only the academic performance and physical fitness decline, And the state of mental health is threatened. This study explored the relationship between high school students' self-esteem and test anxiety in different examination situations by questionnaire and experiment. First, a questionnaire was used to investigate the development of high school students' self-esteem. Then, the high and low self-esteem groups were selected, and two kinds of test situations were created, and the two groups were equally divided into different test situations, and the test anxiety was measured. Finally, the high school students who have high test anxiety caused by low self-esteem are trained on a case-by-case basis. The conclusions of this study are as follows: 1) the development of high school students' self-esteem is basically good, the high school students have the highest level of development, the average level of development is low, and the level of high school students' self-esteem needs to be improved. 2) the development of high school students' self-esteem has corresponding grade and gender characteristics. In grade, there is a trend of "low-high-low inverted U shape". The first grade is an important period for the development of self-esteem, and the first grade is an important period for the development of self-esteem. The first grade is an important period for the development of self-esteem, and the first grade is an important period for the development of self-esteem. Gender, female self-esteem development level was significantly lower than boys. 3) the test anxiety of high school students with low self-esteem development level was significantly higher than that of high self-esteem, and the test anxiety of high school students was influenced by their self-esteem development level. 4) High school students with low level of self-esteem had significantly higher anxiety in the two test situations than before, and high self-esteem was significantly higher in the test than before only in important test situations. The test anxiety of high school students with different levels of self-esteem is influenced by the examination situation. 5) the test anxiety of high school students with low self-esteem development level was significantly higher than that of ordinary ones, but there was no significant difference between high self-esteem and high self-esteem. The test anxiety of high school students with low self-esteem is more affected by test situation. 6) the self-esteem level of three high school students was significantly improved, and the test anxiety was significantly decreased, which was significantly different from that of the untrained high school students, and maintained in a certain period of time, and their overall appearance was also improved obviously. Self-esteem training has effectively promoted the healthy and comprehensive development of high school students.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：B844.2

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