初三學(xué)生學(xué)業(yè)成績的期望值對考試焦慮的影響
發(fā)布時(shí)間：2018-08-27 06:33
【摘要】：考試焦慮是目前我國初中畢業(yè)班學(xué)生普遍面臨的緊迫性問題,并且也引起了社會各界對考試焦慮的高度重視。隨著教育改革的不斷深化,升學(xué)、就業(yè)、人才選拔等競爭將會日趨激烈,而由考試而引發(fā)的焦慮也將會成為現(xiàn)代學(xué)生學(xué)習(xí)中普遍存在而又極為重要的一種需要重點(diǎn)重視和解決的心理衛(wèi)生問題。研究初中三年級學(xué)生考試焦慮的狀況具有十分重要的意義。 本文探討的問題有考試焦慮形成的各種原因重點(diǎn)探討期望效應(yīng)對考試焦慮的影響。本文主要采用理論與實(shí)際相結(jié)合的方法,以調(diào)查研究的形式,通過分析理論知識對初中畢業(yè)班學(xué)生的實(shí)際情況做初步分析,選取學(xué)習(xí)成績中等的245名學(xué)生為樣本,使用問卷調(diào)查和訪談法相結(jié)合測查學(xué)生對自己、老師和家長對學(xué)生的期望成績。本研究把期望分為三個層次：期望過高、期望偏高、期望適中。根據(jù)期望的不同層次我們對這三部分學(xué)生進(jìn)行考試焦慮調(diào)查,看看他們的期望值對考試焦慮的影響程度如何。主要探索以下五個問題： 1,在同一學(xué)習(xí)水平上的學(xué)生,從自身期望成績的高低不同劃分,期望成績過高的學(xué)生考試成績受到考試焦慮影響的程度如何；期望成績適中的學(xué)生考試成績是否也會受到考試焦慮的影響；期望成績偏高的學(xué)生考試時(shí)是否也會受到考試焦慮的影響。 2,在同一學(xué)習(xí)水平上的學(xué)生,從班主任老師對其的期望成績高低不同劃分,老師給的期望成績過高的學(xué)生考試時(shí)的焦慮狀況；期望成績適中的學(xué)生考試時(shí)的焦慮狀況；期望成績偏高的學(xué)生考試時(shí)的焦慮狀況。 3,在同一學(xué)習(xí)水平上的學(xué)生,從家長對其的期望成績高低不同劃分,家長給的期望成績過高的學(xué)生考試時(shí)的焦慮狀況；期望成績適中的學(xué)生考試時(shí)的焦慮狀況；期望成績偏低的學(xué)生考試時(shí)的焦慮狀況。 4,分析出學(xué)生自己對自己的期望成績、家長對子女的期望成績、班主任老師對學(xué)生的期望成績,對比之間的關(guān)系。 5,根據(jù)以上提出的問題,總結(jié)出期望成績與實(shí)際成績落差較大,也就是說期望成績高的學(xué)生受到考試焦慮影響的程度如何,并且給出合理的解決方案；期望成績與實(shí)際成績大致相符的學(xué)生,對于考試中的狀態(tài)給出一些建議,從而能科學(xué)地提高其學(xué)習(xí)成績。 文章針對期望值對考試焦慮的影響展開對學(xué)生心理健康教育,幫助考生建立自信心并端正學(xué)生考試動機(jī),確立合理有效的期望值幫助學(xué)生培養(yǎng)健康的心態(tài)和抗挫折的能力,教師指導(dǎo)學(xué)生采用認(rèn)知矯正法緩解考試焦慮,家長運(yùn)用合理的教育方法幫助孩子成長,同時(shí)也端正學(xué)生的考試動機(jī)確定合理的期望值正確認(rèn)識考試。
[Abstract]:Examination anxiety is an urgent problem for junior high school graduating students in our country at present, and it has also aroused great attention to examination anxiety from all walks of life. With the deepening of educational reform, the competition for higher education, employment and talent selection will become increasingly fierce. The anxiety caused by the examination will also become a kind of mental health problem which needs to be paid more attention to and solved in the study of modern students. It is of great significance to study the test anxiety of junior high school students. The problems discussed in this paper include the causes of the formation of test anxiety and the influence of expectation effect on test anxiety. This paper mainly adopts the method of combining theory with practice, through the form of investigation and research, through the analysis of theoretical knowledge to make a preliminary analysis of the actual situation of junior high school graduating class students, and selects 245 students with middle academic achievement as the sample. Questionnaires and interviews were used to test the students' expected scores on themselves, teachers and parents. This study divides expectations into three levels: high expectations, high expectations and moderate expectations. According to the different levels of expectation, we conduct a test anxiety survey on these three groups of students to see how their expectations affect the test anxiety. This paper mainly explores the following five problems: 1, students at the same level of learning, from their own expectations of different grades, expectations of students with too high test scores affected by the degree of test anxiety; Whether students who expect moderate results will also be affected by test anxiety, and whether students with high expectations will also be affected by test anxiety. 2, students at the same level of study, According to the different grades of the teacher in charge of the class teacher, the anxiety state of the students who expect too high grade, the anxiety state of the students with moderate expected score, and the anxiety state of the students with moderate expected results are divided into three parts. The anxiety state of the students with higher expectations. 3. Students at the same level of learning, according to the parents of their expectations of the level of different division, parents give too high expectations of the students' anxiety in the examination; The anxiety state of the students with moderate expected grades during the examination, and the anxiety state of the students with lower expectations in the examination. 4. The analysis of the students' own expectations of their own achievements and the expected scores of their parents on their children, The relationship between the teacher in charge of the class and the students' expected results. 5. According to the questions raised above, it is concluded that the difference between the expected results and the actual results is quite large. That is to say, the degree to which students with high expectations are affected by test anxiety and give a reasonable solution; students who expect high grades to roughly match their actual results give some advice on the state of the exam. In order to improve their academic performance scientifically. Aiming at the effect of expectation on test anxiety, this paper aims at improving students' mental health education, helping them to establish self-confidence and correct students' motivation for examination, and establishing reasonable and effective expectation value to help students cultivate healthy mentality and ability to resist setbacks. Teachers guide students to use cognitive correction method to alleviate test anxiety, parents use reasonable educational methods to help children grow up, and at the same time, correct students' examination motivation to determine reasonable expectations to correctly recognize the examination.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：B844.2
本文編號：2206423
[Abstract]:Examination anxiety is an urgent problem for junior high school graduating students in our country at present, and it has also aroused great attention to examination anxiety from all walks of life. With the deepening of educational reform, the competition for higher education, employment and talent selection will become increasingly fierce. The anxiety caused by the examination will also become a kind of mental health problem which needs to be paid more attention to and solved in the study of modern students. It is of great significance to study the test anxiety of junior high school students. The problems discussed in this paper include the causes of the formation of test anxiety and the influence of expectation effect on test anxiety. This paper mainly adopts the method of combining theory with practice, through the form of investigation and research, through the analysis of theoretical knowledge to make a preliminary analysis of the actual situation of junior high school graduating class students, and selects 245 students with middle academic achievement as the sample. Questionnaires and interviews were used to test the students' expected scores on themselves, teachers and parents. This study divides expectations into three levels: high expectations, high expectations and moderate expectations. According to the different levels of expectation, we conduct a test anxiety survey on these three groups of students to see how their expectations affect the test anxiety. This paper mainly explores the following five problems: 1, students at the same level of learning, from their own expectations of different grades, expectations of students with too high test scores affected by the degree of test anxiety; Whether students who expect moderate results will also be affected by test anxiety, and whether students with high expectations will also be affected by test anxiety. 2, students at the same level of study, According to the different grades of the teacher in charge of the class teacher, the anxiety state of the students who expect too high grade, the anxiety state of the students with moderate expected score, and the anxiety state of the students with moderate expected results are divided into three parts. The anxiety state of the students with higher expectations. 3. Students at the same level of learning, according to the parents of their expectations of the level of different division, parents give too high expectations of the students' anxiety in the examination; The anxiety state of the students with moderate expected grades during the examination, and the anxiety state of the students with lower expectations in the examination. 4. The analysis of the students' own expectations of their own achievements and the expected scores of their parents on their children, The relationship between the teacher in charge of the class and the students' expected results. 5. According to the questions raised above, it is concluded that the difference between the expected results and the actual results is quite large. That is to say, the degree to which students with high expectations are affected by test anxiety and give a reasonable solution; students who expect high grades to roughly match their actual results give some advice on the state of the exam. In order to improve their academic performance scientifically. Aiming at the effect of expectation on test anxiety, this paper aims at improving students' mental health education, helping them to establish self-confidence and correct students' motivation for examination, and establishing reasonable and effective expectation value to help students cultivate healthy mentality and ability to resist setbacks. Teachers guide students to use cognitive correction method to alleviate test anxiety, parents use reasonable educational methods to help children grow up, and at the same time, correct students' examination motivation to determine reasonable expectations to correctly recognize the examination.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：B844.2
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