【摘要】：學(xué)習(xí)分享行為是指學(xué)生之間進行學(xué)習(xí)方面的交流,相互交換各自擁有的知識、學(xué)習(xí)經(jīng)驗、學(xué)習(xí)資料等的行為。學(xué)習(xí)分享行為是中學(xué)生分享行為的組成部分,對中學(xué)生的成長有重要的意義。本研究通過編制中學(xué)生學(xué)習(xí)分享行為問卷,對中學(xué)生的學(xué)習(xí)分享行為進行調(diào)查,并研究分析學(xué)習(xí)分享行為與中學(xué)生對班級環(huán)境的知覺、人際信任的關(guān)系。 本研究選取鄭州市兩所中學(xué)共198名中學(xué)生為被試,對問卷進行預(yù)測,然后選取四所中學(xué)共519名學(xué)生進行正式施測,其中有效問卷478份。通過對數(shù)據(jù)的統(tǒng)計分析,得到以下結(jié)論: 1.中學(xué)生學(xué)習(xí)分享行為包含3個維度,即分享積極性、分享互助和分享質(zhì)量,符合本研究的理論構(gòu)想。本研究所編制的中學(xué)生學(xué)習(xí)分享行為問卷具有較好的信度和效度。 2.中學(xué)生知覺到的班級環(huán)境較好,總分高于量表中間值,其中同學(xué)關(guān)系與秩序紀律的得分最高。人際信任水平不高,總分低于量表中間值,三個維度中只有可預(yù)測性的得分高于中值。 3.對中學(xué)生學(xué)習(xí)分享行為的特征進行考察,結(jié)果發(fā)現(xiàn):(1)中學(xué)生學(xué)習(xí)分享行為各維度中,分享質(zhì)量維度得分最高,其次是分享互助,分享積極性得分最低。(2)性別因素在學(xué)習(xí)分享行為各維度上不存在顯著性差異。年級在分享積極性上有顯著性差異,初二學(xué)生的得分最高,高三學(xué)生的得分最低。 4.中學(xué)生對班級環(huán)境的知覺、人際信任和學(xué)習(xí)分享行為存在顯著正相關(guān)。 5.班級環(huán)境對學(xué)習(xí)分享行為有正向預(yù)測作用,人際信任對學(xué)習(xí)分享行為也具有正向預(yù)測作用。人際信任在班級環(huán)境與學(xué)習(xí)分享行為關(guān)系間起部分中介作用。
[Abstract]:The behavior of learning sharing refers to the exchange of knowledge, learning experience and learning materials among students. Learning to share behavior is a part of middle school students' sharing behavior, which is of great significance to the growth of middle school students. This study investigated the learning sharing behavior of middle school students by compiling the questionnaire of learning sharing behavior of middle school students, and analyzed the relationship between learning sharing behavior and perceived class environment and interpersonal trust of middle school students. In this study, 198 middle school students from two middle schools in Zhengzhou were selected to predict the questionnaire, and 519 students from four middle schools were selected for formal test, of which 478 were valid. Through the statistical analysis of the data, the following conclusions are obtained: 1. The learning and sharing behavior of middle school students includes three dimensions, that is, sharing enthusiasm, sharing mutual aid and sharing quality, which accords with the theoretical conception of this study. The questionnaire developed by this study has good reliability and validity. 2. Middle school students perceived a better class environment, the total score was higher than the middle value of the scale, among which, the highest score was the classmate relationship and order and discipline. The interpersonal trust level is not high, the total score is lower than the middle value of the scale, only the predictable score of the three dimensions is higher than the median value. The characteristics of learning and sharing behavior of middle school students were investigated. The results showed that: (1) among the dimensions of learning and sharing behavior of middle school students, the score of sharing quality dimension was the highest, followed by sharing mutual aid; (2) there was no significant difference in learning sharing behavior between the two sexes. There was significant difference in the enthusiasm of sharing between grade two students and junior high school students. Middle school students' perception of class environment, interpersonal trust and learning sharing behavior were significantly positively correlated. 5. 5. Class environment can positively predict learning sharing behavior, and interpersonal trust can also positively predict learning sharing behavior. Interpersonal trust plays an intermediary role in the relationship between class environment and learning-sharing behavior.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：B844.2

【引證文獻】

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1 李丹;宗利娟;劉俊升;;外化行為問題與集體道德情緒、集體責任行為之關(guān)系:班級氛圍的調(diào)節(jié)效應(yīng)[J];心理學(xué)報;2013年09期

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本文編號：2152826