本文關(guān)鍵詞： 高中生 學(xué)業(yè)自我效能感 自尊 同伴關(guān)系　出處：《中南民族大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：學(xué)業(yè)自我效能感就是自我效能感在學(xué)習(xí)領(lǐng)域的具體化,是一種主觀的感受,不是個(gè)體能力的本身。自尊是個(gè)體對自己總體價(jià)值在情感上的自我評價(jià)。同伴交往是指在群體交往中有同一地位、同一認(rèn)知水平個(gè)體之間的相互作用的關(guān)系和行為。本研究主要是對高中生的學(xué)業(yè)自我效能感、自尊和同伴關(guān)系進(jìn)行問卷調(diào)查,并探討三者之間的關(guān)系及相互作用機(jī)制。有助于我們更好的了解當(dāng)代高中生學(xué)業(yè)自我效能感、自尊、同伴關(guān)系的發(fā)展水平和相關(guān)的特點(diǎn),豐富國內(nèi)對學(xué)業(yè)自我效能感的實(shí)證研究,為增強(qiáng)高中生學(xué)業(yè)自我效能感、自尊、同伴關(guān)系的相關(guān)研究提供心理學(xué)依據(jù),從而使學(xué)生能夠健康積極地面對學(xué)習(xí)。本研究在對學(xué)業(yè)自我效能感、自尊、同伴關(guān)系相關(guān)文獻(xiàn)的閱讀與整理的基礎(chǔ)上選擇合適的問卷《友誼質(zhì)量量表》、《自尊量表》、《高中生學(xué)業(yè)自我效能感量表》,取樣湖北省孝感市某高中,共計(jì)356名高中生作為被試,采用問卷調(diào)查法,收集資料,并對回收的數(shù)據(jù)用SPSS16.0進(jìn)行統(tǒng)計(jì)分析。從而得出了高中生的學(xué)業(yè)自我效能感、自尊與同伴關(guān)系的現(xiàn)狀,并揭示它們之間的相互關(guān)系。通過數(shù)據(jù)分析,得出如下結(jié)論:(1)該校高中生的學(xué)業(yè)自我效能感整體水平較好。(2)學(xué)業(yè)自我效能感得分在性別、年級、家庭居住地址、是否獨(dú)生子女、是否有留守經(jīng)歷、父親文化程度、母親文化程度等變量上不存在顯著性差異。在班級類型上有顯著差異,實(shí)驗(yàn)班顯著高于平行班。學(xué)業(yè)自我效能感在學(xué)習(xí)情況上有顯著差異,自我認(rèn)為整體學(xué)習(xí)情況一般、良好、優(yōu)秀的顯著高于自我認(rèn)為整體學(xué)習(xí)情況較差的;自我認(rèn)為整體學(xué)習(xí)情況良好的學(xué)生學(xué)業(yè)自我效能感顯著高于自我認(rèn)為整體學(xué)習(xí)情況一般的學(xué)生。(3)高中生有較高的自我價(jià)值感。在人口學(xué)變量上年級、自我認(rèn)為整體學(xué)習(xí)情況、父親文化程度等變量上出現(xiàn)顯著差異性。(4)高中生的同伴關(guān)系各部分得分的平均值都較高,表現(xiàn)出比較積極的同伴關(guān)系。(5)同伴關(guān)系在性別、年級、家庭居住地址、父親文化程度、母親文化程度、自我認(rèn)為學(xué)習(xí)情況、班級類型等變量上出現(xiàn)顯著性差異。在是否獨(dú)生子女、是否有寄宿經(jīng)歷、是否有留守經(jīng)歷等變量上沒有顯著性差異。(6)自尊與學(xué)業(yè)能力自我效能感、學(xué)業(yè)行為自我效能感均為顯著正相關(guān)。(7)學(xué)業(yè)自我效能感與同伴關(guān)系顯著正相關(guān)。(8)自尊與同伴關(guān)系消極友誼質(zhì)量顯著負(fù)相關(guān),與積極友誼質(zhì)量呈顯著正相關(guān)。(9)自尊可以預(yù)測學(xué)業(yè)自我效能感的各個(gè)維度;自尊、沖突與背叛、肯定和關(guān)心可以預(yù)測學(xué)業(yè)能力自我效能感;自尊、幫助與指導(dǎo)、消極、肯定和關(guān)系可以預(yù)測學(xué)業(yè)行為自我效能感。(10)自尊在肯定和關(guān)心、幫助與指導(dǎo)和學(xué)業(yè)自我效能感間起部分中介效應(yīng)。根據(jù)研究結(jié)論,本文提出關(guān)于高中心理健康教育的以下建議:(1)增加學(xué)生的成功體驗(yàn)(2)選擇合理的目標(biāo)和榜樣(3)調(diào)節(jié)學(xué)生的自尊水平(4)根據(jù)不同個(gè)體的學(xué)生因材施教(5)改變傳統(tǒng)的教學(xué)方式激發(fā)學(xué)生學(xué)習(xí)興趣(6)家庭教育與學(xué)校教育相結(jié)合(7)家長應(yīng)不斷提升自身的文化修養(yǎng)
[Abstract]:Academic self-efficacy self-efficacy is embodied in the field of learning. It is a kind of subjective feeling, not individual ability itself. Self esteem is the individual value in their overall emotional self-evaluation. Peer interaction refers to the same position in group communication, the same cognitive level of interaction between individuals the relation and behavior. This research is mainly on high school students' academic self-efficacy questionnaire, self-esteem and peer relationship, and to explore the relationship between the three and the interaction mechanism. Help us to better understand the contemporary high school students academic self-efficacy, self-esteem, peer relationship and the development level the characteristics of rich empirical study on domestic academic self-efficacy, to enhance academic self-efficacy, self-esteem, to provide basis for related research on peer relationships, so as to enable students to health product The polar face learning. This research is based on academic self-efficacy, self-esteem, peer relationship based literature reading and sorting on the selection of suitable questionnaire < friendship quality scale > >, < < the self esteem scale, high school students academic self-efficacy scale ", Xiaogan city of Hubei Province, a high sampling, a total of 356 high school students as the subjects. The data were collected by questionnaire, and, on the recovery of the data were analyzed by SPSS16.0 in order to find the high school students' academic self-efficacy, self-esteem status and peer relationship, and to reveal the relationship between them. Through the analysis of the data, draw the following conclusions: (1) the high school students' academic self efficacy is better. (2) the overall level of academic self-efficacy scores in gender, grade, family residence, whether the only child, whether left behind experience, father's education, mother's education does not exist on other variables Significant differences. There are significant differences in the types of classes, the experimental class is significantly higher than that of the parallel class. Academic self-efficacy has a significant difference in learning, self learning as a whole, good, good self learning as a whole was significantly higher than that of the poor; since I think the overall learning good students academic self-efficacy a sense of self that the overall learning situation is significantly higher than the average students. (3) have a higher sense of self-worth in grade of senior high school students. The demographic variables, self perceived overall learning situation, significant differences of cultural degree of father and other demographic variables. (4) the average values are higher in high school students peer relationship of each part in score. Show a positive relationship. (5) the peer relationship in gender, grade, family address, father's education, mother's education, that self learning, class type etc. There were significant differences between the volume. In the one-child, whether there is a boarding experience, if there is no significant difference between left behind experience and other variables. (6) self-esteem and academic ability self-efficacy, learning behavior self-efficacy were significantly positive correlation. (7) a significant positive correlation between academic self-efficacy and peer. (8) self-esteem and peer relationship of negative friendship quality was negatively correlated, positively correlated with positive friendship quality. (9) self-esteem can predict the dimensions of academic self-efficacy; self-esteem, conflict and betrayal, affirmation and care can predict academic ability self-efficacy; self-esteem, help and guidance, negative, positive and the relationship can predict academic self-efficacy. (10) self-esteem in affirmation and care, help and guidance and academic self-efficacy plays the partial intermediary effect. According to the research conclusion, this paper advances a high school mental health education The following suggestions: (1) increase the students' success experience (2) choose a reasonable target and example (3) adjust the students' self-esteem level (4) according to the different individual students individualized (5) to change the traditional teaching methods to stimulate students' interest in learning (6) with the combination of family education and school education (7 parents) we should constantly improve their own cultural accomplishment

【學(xué)位授予單位】：中南民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G444
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本文編號：1482974