大專學(xué)生生活目標(biāo)、心理健康與學(xué)業(yè)成績的關(guān)系研究
發(fā)布時間：2018-09-05 14:57
【摘要】：本研究選取昆明工業(yè)職業(yè)技術(shù)學(xué)院和云南工程職業(yè)學(xué)院這兩所大專院校的一年級和二年級學(xué)生為研究對象，使用測量法對其生活目標(biāo)、心理健康和學(xué)業(yè)成績進(jìn)行測量，其目的在于了解和進(jìn)一步考察目前大專院校學(xué)生的生活目標(biāo)情況、心理健康水平、學(xué)業(yè)成績的情況和特點，并探討了它們之間的關(guān)系，，結(jié)果表明： 1.大部分大專學(xué)生沒有明確的生活目標(biāo)。 2.女生生活目標(biāo)均值高于男生，差異不顯著。 3.漢族學(xué)生的生活目標(biāo)均值高于少數(shù)民族學(xué)生生活目標(biāo)均值，差異不顯著。 4.大專學(xué)生生活目標(biāo)在學(xué)科專業(yè)類別上不存在顯著差異。 5.大專學(xué)生生活目標(biāo)在生源地上差異不顯著。 6.獨(dú)生子女與非獨(dú)生子女在生活目標(biāo)均分上差異不顯著。 7.大專學(xué)生學(xué)業(yè)成績在性別上不存在顯著差異。 8.漢族和少數(shù)民族的大專學(xué)生在學(xué)業(yè)成績上存在顯著差異。漢族和少數(shù)民族大專學(xué)生在英語成績和數(shù)學(xué)成績上均存在顯著差異，并且漢族學(xué)生的成績要高于少數(shù)民族的學(xué)生。漢族大專學(xué)生在專業(yè)課成績上高于少數(shù)民族的學(xué)生，但不存在顯著差異。 9.不同學(xué)科專業(yè)類別的大專學(xué)生在學(xué)業(yè)成績上存在顯著差異。在英語成績和數(shù)學(xué)成績上存在顯著差異，理工科專業(yè)的大專學(xué)生的成績高于文史類專業(yè)大專學(xué)生的成績。在專業(yè)課成績上，理工科專業(yè)學(xué)生的成績要高于文史類專業(yè)的學(xué)生，但差異不顯著。 10.來自鄉(xiāng)、鎮(zhèn)與來自縣、市的大專學(xué)生在學(xué)業(yè)成績上不存在顯著性差異。家庭所在地為縣、市的大專學(xué)生的學(xué)業(yè)成績要高于家庭所在地為鄉(xiāng)、鎮(zhèn)的大專學(xué)生。 11.獨(dú)生子女與非獨(dú)生子女的大專學(xué)生在學(xué)業(yè)成績上不存在顯著差異。獨(dú)生子女的大專學(xué)生的學(xué)業(yè)成績略高于非獨(dú)生子女。 12.父母親的文化程度對大專學(xué)生的學(xué)業(yè)成績無顯著的影響。 13.低標(biāo)準(zhǔn)生活目標(biāo)、無明確生活目標(biāo)、有明確生活目標(biāo)與輕度抑郁、中度抑郁、重度抑郁和抑郁水平存在顯著負(fù)相關(guān)；生活目標(biāo)與輕度抑郁、抑郁水平相關(guān)顯著。生活目標(biāo)能夠有效預(yù)測抑郁水平。 14.低標(biāo)準(zhǔn)生活目標(biāo)、有明確生活目標(biāo)、無明確生活目標(biāo)和生活目標(biāo)得分與學(xué)業(yè)成績呈顯著的正相關(guān)。生活目標(biāo)能夠有效預(yù)測學(xué)業(yè)成績。 15.輕度抑郁、中度抑郁、重度抑郁和抑郁水平與學(xué)業(yè)成績有顯著的負(fù)相關(guān)。抑郁能夠有效預(yù)測學(xué)業(yè)成績。 16.無明確生活目標(biāo)、有明確生活目標(biāo)既直接影響學(xué)業(yè)成績，又通過抑郁間接影響學(xué)業(yè)成績。
[Abstract]:In this study, the first and second year students of Kunming Polytechnic College and Yunnan Engineering Vocational College were selected as the research objects, and their life goal, mental health and academic achievement were measured by measuring method. The purpose of this study is to understand and further investigate the living goals, mental health, academic achievements and characteristics of the students in colleges and universities, and to explore the relationship between them. The results are as follows: 1. Most college students do not have a clear life goal. 2. The average value of female students' living goals was higher than that of boys, and the difference was not significant. 3. The average life goal of Han nationality students was higher than that of minority students, and the difference was not significant. 4. There is no significant difference in the life goals of college students in the subject and specialty categories. 5. 5. The difference of college students' living goal is not significant. 6. 6. There was no significant difference between the single child and the non-only child in the mean score of life goal. 7. 7%. There is no significant gender difference in academic achievement of junior college students. 8. 8%. There are significant differences in academic achievement between Han and ethnic minority college students. There are significant differences in English and mathematics scores between Han and minority junior college students, and the scores of Han nationality students are higher than those of ethnic minority students. Han Chinese junior college students in professional courses higher than the students from ethnic minorities, but there is no significant difference. 9. 9. There are significant differences in academic achievement among college students in different subject categories. There are significant differences in English and mathematics scores. The scores of college students majoring in science and engineering are higher than those of college students majoring in literature and history. In the professional course achievement, the science and engineering major student's achievement is higher than the literature and history major student, but the difference is not remarkable. 10. There is no significant difference in academic achievement among college students from township, town and county. The academic achievement of the college students in the county and city is higher than that in the township and town. 11. There was no significant difference in academic achievement between only child and non-only child college students. The academic performance of college students with only children is slightly higher than that of non-only children. The educational level of parents had no significant effect on the academic achievement of college students. There was a significant negative correlation between the low standard living goal and the level of mild depression, moderate depression, severe depression and depression, while there was a significant correlation between life goal and mild depression and depression level. Life goals can effectively predict depression levels. 14. 4. The scores of low standard living goals, clear life goals and no clear life goals were positively correlated with academic achievement. Life goals can effectively predict academic performance. 15. The levels of mild depression, moderate depression, severe depression and depression were negatively correlated with academic achievement. Depression can effectively predict academic performance. 16. There is no clear life goal, there is a clear life goal not only directly affect academic achievement, but also indirectly affect academic achievement through depression.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：B844.2
本文編號：2224624
[Abstract]:In this study, the first and second year students of Kunming Polytechnic College and Yunnan Engineering Vocational College were selected as the research objects, and their life goal, mental health and academic achievement were measured by measuring method. The purpose of this study is to understand and further investigate the living goals, mental health, academic achievements and characteristics of the students in colleges and universities, and to explore the relationship between them. The results are as follows: 1. Most college students do not have a clear life goal. 2. The average value of female students' living goals was higher than that of boys, and the difference was not significant. 3. The average life goal of Han nationality students was higher than that of minority students, and the difference was not significant. 4. There is no significant difference in the life goals of college students in the subject and specialty categories. 5. 5. The difference of college students' living goal is not significant. 6. 6. There was no significant difference between the single child and the non-only child in the mean score of life goal. 7. 7%. There is no significant gender difference in academic achievement of junior college students. 8. 8%. There are significant differences in academic achievement between Han and ethnic minority college students. There are significant differences in English and mathematics scores between Han and minority junior college students, and the scores of Han nationality students are higher than those of ethnic minority students. Han Chinese junior college students in professional courses higher than the students from ethnic minorities, but there is no significant difference. 9. 9. There are significant differences in academic achievement among college students in different subject categories. There are significant differences in English and mathematics scores. The scores of college students majoring in science and engineering are higher than those of college students majoring in literature and history. In the professional course achievement, the science and engineering major student's achievement is higher than the literature and history major student, but the difference is not remarkable. 10. There is no significant difference in academic achievement among college students from township, town and county. The academic achievement of the college students in the county and city is higher than that in the township and town. 11. There was no significant difference in academic achievement between only child and non-only child college students. The academic performance of college students with only children is slightly higher than that of non-only children. The educational level of parents had no significant effect on the academic achievement of college students. There was a significant negative correlation between the low standard living goal and the level of mild depression, moderate depression, severe depression and depression, while there was a significant correlation between life goal and mild depression and depression level. Life goals can effectively predict depression levels. 14. 4. The scores of low standard living goals, clear life goals and no clear life goals were positively correlated with academic achievement. Life goals can effectively predict academic performance. 15. The levels of mild depression, moderate depression, severe depression and depression were negatively correlated with academic achievement. Depression can effectively predict academic performance. 16. There is no clear life goal, there is a clear life goal not only directly affect academic achievement, but also indirectly affect academic achievement through depression.
【學(xué)位授予單位】：云南師范大學(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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