本文關鍵詞： 中等職業(yè)學校學生(中職生) 學業(yè)韌性 內(nèi)隱學業(yè)自我 外顯學業(yè)自我　出處：《西南大學》2013年碩士論文　論文類型：學位論文

【摘要】：學業(yè)韌性是指學生在經(jīng)歷學業(yè)困境時,個體有效發(fā)揮個人心理特質(zhì)的優(yōu)勢和利用身邊的資源應對學業(yè)困境,并取得良好學業(yè)成就的過程。每個學生學業(yè)韌性水平不同,所以面對相同的學業(yè)困境,有的學生屢戰(zhàn)屢敗,輕言放棄,被挫折與困境擊潰；有的學生卻可以屢敗屢戰(zhàn),不懈努力,面對困境勇往直前。研究者將后者稱為高學業(yè)韌性水平個體。 在中學生群體中存在著一個相對特殊的群體——中等職業(yè)學校學生(中職生),他們相較普通高中生而言經(jīng)歷著更多的學業(yè)困境。由于各種必要知識的缺漏,大多數(shù)中職生知識結構不良；讀、寫、算、思維等學習基本能力較弱；思維發(fā)展多處在“中等”或“中下”水平。知識基礎薄弱、學習能力欠佳、學習興趣缺乏、學習習慣不良使中職生與普高生相比學業(yè)成績存在著較大的差距。這樣一個學生群體除了要面對青春期帶來的煩惱以及課業(yè)的壓力以外,還承受著社會刻板印象給予他們的不公平境遇。但這樣的學生群體中仍不乏高學業(yè)韌性的個體。隨著研究的深入,大量研究表明學業(yè)自我概念(學業(yè)自我)是學生應對學業(yè)困境時一個重要的影響因素。積極的學業(yè)自我概念能夠幫助學生應對學業(yè)困境。因此,本研究假設學業(yè)韌性與學業(yè)自我之間密切相關,積極的學業(yè)自我概念對青少年的學習動機、學習興趣、學業(yè)情緒、目標專注、自我效能感起著積極的作用,勾勒出學生積極的認知與行為模式,從而決定著學生學業(yè)困境的應對結果。 本研究在借鑒國內(nèi)外己有研究成果的基礎上,綜合運用文獻分析、問卷調(diào)查、實驗研究等研究方法主要進行了以下研究。 首先,是中職生學業(yè)韌性的實證研究。該部分的研究內(nèi)容可分為三個小部分：一是對楊欣(2010)編制的學業(yè)韌性問卷進行修編,以此為本研究的基礎；二是對我國中職生學業(yè)韌性的發(fā)展特點進行實證研究,分析不同人口學變量之間中職生學業(yè)韌性的差異；三是將中職生學業(yè)韌性與普通高中生學業(yè)韌性的發(fā)展特點進行對比。 其次,是中職生學業(yè)自我的實證研究部分。該部分的研究內(nèi)容可分為以下三個小部分：一是對中職生外顯學業(yè)自我的實證研究；二是對中職生內(nèi)隱學業(yè)自我的實證研究；三是對中職生外顯學業(yè)自我與內(nèi)隱學業(yè)自我的關系研究。 再次,是對中職生學業(yè)韌性與外顯學業(yè)自我、內(nèi)隱學業(yè)自我之間關系的實證研究部分。該部分的研究內(nèi)容可以被分為以下三個小部分：一是中職生外顯學業(yè)自我、內(nèi)隱學業(yè)自我與學業(yè)韌性及其各維度的相關分析；第二是不同學業(yè)韌性水平及不同性別中職生的內(nèi)隱學業(yè)自我與外顯學業(yè)自我的關系研究；第三是研究內(nèi)隱學業(yè)自我、外顯學業(yè)自我與學業(yè)韌性之間的關系研究。 通過本研究,主要得到如下主要結論 1.運用修編后的《中學生學業(yè)韌性問卷》對中等職業(yè)學校學生的學業(yè)韌性進行測量。結果顯示我國中職生學業(yè)韌性發(fā)展處于中等偏上水平,但各維度的發(fā)展水平不平衡。中職生學業(yè)韌性的發(fā)展在性別、年級、生源地、專業(yè)、家庭結構和是否獨生子女等變量上存在顯著的差異。 2.普通高中學生與中等職業(yè)學校學生的學業(yè)韌性總分及各維度上均存在顯著差異。 3.不同性別、不同學業(yè)韌性水平的中職生的一般學業(yè)自我概念總分及各維度得分存在顯著差異。 4.中職生的內(nèi)隱學業(yè)自我效應普遍存在,且不同學業(yè)韌性水平、不同性別中職生的內(nèi)隱學業(yè)自我差異不顯著。 5.研究證實中職生學業(yè)自我概念存在外顯學業(yè)自我、內(nèi)隱學業(yè)自我雙重結構。 6.同學業(yè)韌性水平中職生的內(nèi)隱與外顯學業(yè)自我的分離差值存在顯著差異,不同性別中職生的內(nèi)隱與外顯學業(yè)自我分離差值差異不顯著,但女性的內(nèi)隱學業(yè)自我稍高于外顯學業(yè)自我,而男性的外顯學業(yè)自我高于內(nèi)隱學業(yè)自我。 7.外顯學業(yè)自我與學業(yè)韌性總分及各維度得分呈顯著正相關；內(nèi)隱學業(yè)自我與學業(yè)韌性總分及各維度得分均無顯著相關；內(nèi)隱學業(yè)自我和外顯學業(yè)自我的分離差值與學業(yè)韌性總分及各維度得分呈顯著負相關。 8.不同性別中職生的內(nèi)隱學業(yè)自我與學業(yè)韌性的關系不同。具體表現(xiàn)為：男性中職生的內(nèi)隱學業(yè)自我與學業(yè)韌性的學業(yè)延遲滿足維度相關不顯著,而女性中職生內(nèi)隱學業(yè)自我與學業(yè)韌性的學業(yè)延遲滿足維度成顯著正相關。 9.中職生外顯學業(yè)自我除直接影響學業(yè)韌性之外,還通過影響內(nèi)隱學業(yè)自我間接影響學業(yè)韌性。
[Abstract]:The academic resilience refers to the students in academic difficulties, individual effective personal psychological characteristics and the use of resources to deal with the academic difficulties around, and achieved good academic achievement. Each student has their own academic resilience level, so in the face of the same academic predicament, some students talk, give up, been overwhelmed by the frustration and difficulties; some students can keep on fighting, unremitting efforts, in the face of difficulties ahead. The researchers called the latter high academic resilience level of the individual.
In the middle school students are a special group of students in secondary occupation school (vocational school), they compared to the ordinary high school students experienced more academic predicament. Because of all kinds of necessary knowledge gaps, most vocational students' knowledge structure bad; read, write, and learn the basic thinking ability; thinking of development in the "medium" or "lower" level. The weak foundation of knowledge, learning ability is poor, lack of learning interest, learning habits to secondary vocational school students and high school students in grades there is a big gap. Such a group of students in addition to facing troubles bring by adolescence and the pressure of schoolwork, but also bear the social stereotype the impression given unfair situation for them. But such students still lack of high academic resilience of individuals. With the in-depth study, a large number of studies show that the academic self-concept Read (academicself) is the students academic difficulties is an important factor. The positive academic self-concept can help students deal with academic difficulties. Therefore, the research hypothesis between academic resilience and academic self-concept is closely related to the positive academic self-concept of adolescents' learning motivation, learning interest, academic emotions, focused. Self efficacy plays a positive role, outline the cognition and the behavior model of students, which determines the students'coping results of academic difficulties.
Based on the existing research results both at home and abroad, this study mainly applied the methods of literature analysis, questionnaire survey and experimental research.
First of all, is an empirical study on the academic resilience of secondary vocational students. This part can be divided into three parts: one is to Yang Xin (2010) the revision of the academic resilience questionnaire, on the basis of the research; the two is the empirical research on the development characteristics of China's Vocational Students academic resilience, academic analysis the toughness of Vocational Students' differences between different demographic variables; the three is the development characteristics of vocational students academic resilience and academic resilience of senior high school students were compared.
Secondly, is the empirical part of secondary vocational school student's academic self-concept. This part can be divided into the following three parts: one is to the student's explicit academic empirical research of self; two is the empirical research on Vocational Students' implicit academic self-concept; the three is on the students' explicit academic study of the relationship between self I and the implicit academic self-concept.
Again, is the academic students toughness and the explicit academic self-concept, empirical research of the relationship between implicit academic self-concept. The research contents of this part can be divided into the following three parts: one is the explicit academic self-concept, implicit academic self-concept and academic resilience and its dimensions of correlation analysis; second is the implicit academic different academic resilience level and different gender of the secondary vocational school students academic self-concept and the explicit relationship between self; third is to study the implicit academic self-concept, academic self-concept and academic resilience study on the relationship between explicit.
Through this study, the main conclusions are as follows
1. using the revised questionnaire > < the academic resilience of academic resilience of medium occupation school students were measured. The results show that China's Vocational Students' academic resilience development is in the medium level, but the level of development of various dimensions of development is not balanced. The academic resilience of vocational students in gender, grade, professional, students, family structure and if there is a significant difference between only child and other variables.
2. there are significant differences in the total scores and dimensions of the academic resilience of the students from the ordinary high school and the secondary vocational school.
3. there are significant differences in the general academic self-concept score and the scores of the various dimensions of the secondary vocational students with different gender and different academic resilience.
4. the secondary vocational students' implicit academic self effect is common, and the different academic resilience level, the different gender secondary vocational students' implicit academic self difference is not significant.
5. the study confirmed that the academic self-concept of secondary vocational school students showed their academic self and the double structure of implicit academic self.
Implicit and 6. students outside the industry toughness levels of the secondary vocational school students have significant difference in explicit self learning, implicit and explicit gender different vocational students' academic self separation difference was not significant, but the implicit academic self-concept is slightly higher than the female's explicit academic self-concept, and men's explicit academic self-concept than implicit academic self.
7. explicit academic self-concept and academic resilience scores and the scores showed a significant positive correlation; the implicit academic self-concept and academic resilience scores and the scores were not significantly correlated; the implicit academic self-concept and the explicit academic self-concept of the separation of difference and academic resilience score and each dimension score was negatively correlated.
8. different gender of the secondary vocational school students implicit academic self-concept and the relationship between different academic resilience. Specific performance: the implicit academic male vocational students self and academic resilience of academic delay of gratification dimension correlation is not significant, while the female vocational students' implicit academic self-concept and academic resilience of academic delay of gratification dimension was positively correlated.
9. secondary vocational school students have a direct impact on academic resilience and indirect impact on academic resilience by influencing implicit academic self.

【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G715.5;G442

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