中學(xué)生學(xué)校歸屬感、人格特質(zhì)與學(xué)業(yè)成績的關(guān)系研究
發(fā)布時間：2019-04-24 05:43
【摘要】：中學(xué)生目前是普遍受社會各界關(guān)注的群體,他們處在生長發(fā)育的高峰期和轉(zhuǎn)折期,此時的很多發(fā)展變化對他們以后的生活學(xué)習(xí)都會產(chǎn)生很大的影響,所以本文選擇中學(xué)生這個群體進行研究。他們不僅在身體上發(fā)展,心理上也會有很多的發(fā)展和需求,根據(jù)馬斯洛的需要層次理論可知,“愛與歸屬的需要”是人們在發(fā)展過程中比較重要的一個需要層次,而對于中學(xué)生而言,他們更多的將這種需要體現(xiàn)在一種對學(xué)校的歸屬感上,良好的學(xué)校歸屬感可以降低學(xué)生的輟學(xué)、逃課等不良行為,并且結(jié)合研究這個時期的中學(xué)生的人格發(fā)展特點,以期研究對這個時期中學(xué)生現(xiàn)階段學(xué)習(xí)成績的影響,這對其以后的生活和學(xué)習(xí)都是非常有用的。 本文的土要研究目的在于探討中學(xué)生學(xué)校歸屬感、人格特質(zhì)的狀況,以及學(xué)校歸屬感、人格特質(zhì)與學(xué)業(yè)成績的關(guān)系。本研究采用學(xué)校歸屬感量表(PSSM中文版)和中學(xué)生人格五因素問卷調(diào)查了咸陽市兩所中,學(xué),三個年級、9個班級、共計467名初中生,通過相關(guān)分析、多元方差分析、多元回歸分析的統(tǒng)計方法進行分析,得到如下結(jié)論： (1)現(xiàn)在的中學(xué)生具有良好的學(xué)校歸屬感,其歸屬感在年級和性別以及年級和性別的交互作用中都沒有顯著的統(tǒng)計學(xué)意義,即說明不同年級和性別在學(xué)校歸屬感上表現(xiàn)相似； (2)中學(xué)生人格特質(zhì)的宜人性在性別因素上存在顯著差異,即男生和女生的宜人性有很大的不同,且女生明顯高于男生,年級因素對外向性和謹慎性有很顯著的影響,其他維度與年級不具有統(tǒng)計學(xué)意義；在外向性方面,年級的不同對外向性產(chǎn)生很大的影響,初一和初二分別都與初三差異顯著,且初一大于初三,初二大于初三,但初一與初二并沒有顯著差異,說明初三的學(xué)生在外向性上的得分偏低；在謹慎性方面,只有初一與初三差異顯著,且初一大于初三,而其他兩個年級之間沒有顯著差異,說明初一與初三的學(xué)生在謹慎性方面有很大的不同,并且性別和年級的交互作用對人格特質(zhì)沒有影響； (3)學(xué)校歸屬感與學(xué)業(yè)成績存在很高的正相關(guān),并且學(xué)校歸屬感對學(xué)業(yè)成績有正向的預(yù)測作用,也就是說歸屬感越高的學(xué)生,他們的學(xué)業(yè)成績就越高； (4)人格特質(zhì)中的宜人性、情緒性和開放性與學(xué)業(yè)成績顯著相關(guān),其中宜人性和情緒性對學(xué)業(yè)成績有預(yù)測作用,即就是說宜人性越高的學(xué)生,他們的學(xué)業(yè)成績就越高；情緒性越低的學(xué)生,他們的學(xué)業(yè)成績也越高； (5)學(xué)校歸屬感在人格特質(zhì)和學(xué)業(yè)成績中起完全中介的作用,即就是人格特質(zhì)在影響學(xué)業(yè)成績的時候是完全通過學(xué)校歸屬感來實現(xiàn)的。
[Abstract]:At present, middle school students are generally concerned about groups from all walks of life, they are in the peak of growth and development and transition period, at this time a lot of development and change will have a great impact on their future life and learning. So this article chooses the middle school student this group to carry on the research. They will not only develop physically, but also have a lot of development and needs. According to Maslow's theory of hierarchy of needs, "the need for love and belonging" is a more important level of need for people in the process of development. And for middle school students, they more often embody this need in a sense of belonging to the school. A good sense of belonging can reduce students' bad behaviors such as dropping out of school, truancy, and so on. Combined with the study of the personality development characteristics of the middle school students in this period, it is expected to study the influence of this period on the present academic achievement of the middle school students, which is very useful for the future life and study of the middle school students. The purpose of this paper is to explore the relationship between school belonging, personality traits, school belonging, personality traits and academic achievement of middle school students. In this study, a total of 467 junior middle school students in Xianyang city were investigated by the School belonging perception scale (PSSM Chinese version) and the questionnaire of five factors of middle school students' personality, through correlation analysis, multivariate analysis of variance, and a total of 467 junior high school students in two middle schools, three grades and nine classes in Xianyang City. Through the statistical analysis of multivariate regression analysis, the following conclusions are drawn: (1) Middle school students have a good sense of belonging to the school. The sense of belonging has no significant statistical significance in grade and gender and the interaction between grade and gender, that is to say, different grades and gender are similar in the sense of belonging to school. (2) there are significant differences in gender factors in personality suitability of middle school students, that is, there are great differences between boys and girls, and girls are significantly higher than boys. Grade factors have a significant impact on extroversion and caution, while other dimensions have no statistical significance with grade; In the aspect of extroversion, different grades have a great influence on extroversion. There are significant differences between the first and second years of junior high school and the third year of junior high school, and the first year of junior high school is greater than the third year of junior high school and the second year of junior high school is greater than the third year of junior high school. It shows that the students in the third year of junior high school have a low score on extroversion; In terms of prudence, only the first and third grades of junior high school are significantly different, and the first year of junior high school is larger than that of the third grade of junior high school, but there is no significant difference between the other two grades, indicating that the students of the first year of junior high school and the third grade of junior high school have great differences in prudence. The interaction between gender and grade had no effect on personality traits. (3) there is a high positive correlation between school belonging and academic achievement, and the sense of belonging has a positive predictive effect on academic achievement, that is, the higher the sense of belonging, the higher their academic achievement; (4) the personality traits such as agreeableness, emotion and openness are significantly related to academic achievement. Among them, agreeableness and emotion have a predictive effect on academic achievement, that is, the higher the personality, the higher the students' academic achievement. The higher their academic achievement; The less emotional the students, the higher their academic achievement; (5) School belonging plays a completely intermediary role in personality trait and academic achievement, that is, personality trait is realized completely through school belonging when it affects academic achievement.
【學(xué)位授予單位】：陜西師范大學(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：2464151
[Abstract]:At present, middle school students are generally concerned about groups from all walks of life, they are in the peak of growth and development and transition period, at this time a lot of development and change will have a great impact on their future life and learning. So this article chooses the middle school student this group to carry on the research. They will not only develop physically, but also have a lot of development and needs. According to Maslow's theory of hierarchy of needs, "the need for love and belonging" is a more important level of need for people in the process of development. And for middle school students, they more often embody this need in a sense of belonging to the school. A good sense of belonging can reduce students' bad behaviors such as dropping out of school, truancy, and so on. Combined with the study of the personality development characteristics of the middle school students in this period, it is expected to study the influence of this period on the present academic achievement of the middle school students, which is very useful for the future life and study of the middle school students. The purpose of this paper is to explore the relationship between school belonging, personality traits, school belonging, personality traits and academic achievement of middle school students. In this study, a total of 467 junior middle school students in Xianyang city were investigated by the School belonging perception scale (PSSM Chinese version) and the questionnaire of five factors of middle school students' personality, through correlation analysis, multivariate analysis of variance, and a total of 467 junior high school students in two middle schools, three grades and nine classes in Xianyang City. Through the statistical analysis of multivariate regression analysis, the following conclusions are drawn: (1) Middle school students have a good sense of belonging to the school. The sense of belonging has no significant statistical significance in grade and gender and the interaction between grade and gender, that is to say, different grades and gender are similar in the sense of belonging to school. (2) there are significant differences in gender factors in personality suitability of middle school students, that is, there are great differences between boys and girls, and girls are significantly higher than boys. Grade factors have a significant impact on extroversion and caution, while other dimensions have no statistical significance with grade; In the aspect of extroversion, different grades have a great influence on extroversion. There are significant differences between the first and second years of junior high school and the third year of junior high school, and the first year of junior high school is greater than the third year of junior high school and the second year of junior high school is greater than the third year of junior high school. It shows that the students in the third year of junior high school have a low score on extroversion; In terms of prudence, only the first and third grades of junior high school are significantly different, and the first year of junior high school is larger than that of the third grade of junior high school, but there is no significant difference between the other two grades, indicating that the students of the first year of junior high school and the third grade of junior high school have great differences in prudence. The interaction between gender and grade had no effect on personality traits. (3) there is a high positive correlation between school belonging and academic achievement, and the sense of belonging has a positive predictive effect on academic achievement, that is, the higher the sense of belonging, the higher their academic achievement; (4) the personality traits such as agreeableness, emotion and openness are significantly related to academic achievement. Among them, agreeableness and emotion have a predictive effect on academic achievement, that is, the higher the personality, the higher the students' academic achievement. The higher their academic achievement; The less emotional the students, the higher their academic achievement; (5) School belonging plays a completely intermediary role in personality trait and academic achievement, that is, personality trait is realized completely through school belonging when it affects academic achievement.
【學(xué)位授予單位】：陜西師范大學(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】
相關(guān)博士學(xué)位論文 前1條
1 金慶英;大學(xué)生學(xué)校歸屬感的理論與實證研究[D];吉林大學(xué);2012年
相關(guān)碩士學(xué)位論文 前2條
1 張曉蘭;初中生學(xué)校歸屬感、自我效能感與學(xué)業(yè)成績的關(guān)系研究[D];陜西師范大學(xué);2012年
2 李琳;體校生學(xué)校歸屬感、人際關(guān)系和生活滿意度的關(guān)系的研究[D];河北師范大學(xué);2013年
，本文編號：2464151
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