本文選題：青少年　切入點：社會支持　出處：《湖南師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：早期的社會支持研究主要是探究生活壓力對身心健康及社會適應(yīng)的影響。隨著對于成人社會支持研究的發(fā)展和生態(tài)系統(tǒng)理論的提出,有關(guān)家庭、同輩群體、組織等對青少年發(fā)展的影響越來越為人們所重視。對于處在求學(xué)階段的青少年而言,學(xué)生是他們的首要角色,學(xué)業(yè)是他們的首要任務(wù)。學(xué)業(yè)成績作為測評學(xué)生的主要指標(biāo),對個體的發(fā)展有重要的意義。因而,學(xué)生的學(xué)業(yè)成績及其影響因素便成為社會各界普遍關(guān)注的理論和現(xiàn)實問題。本文采用實證研究的方法,從青少年社會支持的具體內(nèi)容、支持方式、支持來源等方面進行描述性分析,并運用多元線性回歸的統(tǒng)計分析方法,探討社會支持與學(xué)業(yè)成績之間的關(guān)系,為更好的構(gòu)建青少年社會關(guān)系網(wǎng)絡(luò),提高青少年社會支持水平,以此促進積極的學(xué)習(xí)行為,獲得學(xué)業(yè)成績的提高提供可能的建議。 通過研究得出以下結(jié)論： ①父母和同輩群體在青少年社會支持系統(tǒng)中占據(jù)重要地位,教師對青少年的社會支持僅局限于學(xué)業(yè)方面,較少涉及生活、個人情緒和人際交往等方面,正式社會支持系統(tǒng)發(fā)揮的作用很小； ②性別變量與語文和英語成績之間存在顯著相關(guān),與數(shù)學(xué)成績之間的關(guān)系不顯著。 ③被試在遇到壓力事件時的處理方式與其主觀支持和對支持的利用度存在顯著相關(guān),與其客觀支持水平之間不存在顯著關(guān)系。 ④就肯定與支持、陪伴與親密、滿意度、沖突與懲罰四個維度而言,父母和朋友在前三個維度上的得分較高,父母和教師在沖突與懲罰維度得分較高,教師在前三個維度排在末位。父母和朋友在青少年社會支持系統(tǒng)中占據(jù)重要地位。 ⑤社會支持與學(xué)業(yè)成績之間存在正向的相關(guān)關(guān)系。同時,控制變量中性別和干部身份與學(xué)業(yè)成績之間也存在顯著相關(guān),干部身份變量影響顯著。
[Abstract]:Early social support studies focused on the effects of life stress on physical and mental health and social adaptation. With the development of adult social support research and the development of ecosystem theory, families, peer groups, The influence of organization and so on on the development of teenagers is paid more and more attention to. For young people who are in the stage of study, students are their primary role and their primary task is their education. Academic achievement is the main indicator of evaluating students. Therefore, the academic achievement of students and its influencing factors have become the theoretical and practical issues of universal concern in the society. This paper adopts the method of empirical research, from the specific content of social support for adolescents, In order to better construct the social network of teenagers, this paper discusses the relationship between social support and academic achievement by using the statistical analysis method of multiple linear regression, such as support mode, source of support, and so on. To improve the level of social support for adolescents, to promote positive learning behavior, to improve academic performance to provide possible advice. The following conclusions were drawn from the study:. (1) parents and peer groups play an important role in the social support system for adolescents, and teachers' social support to adolescents is limited to academic aspects, less involved in life, personal emotion and interpersonal communication, etc. The role of formal social support systems is minimal; (2) there was a significant correlation between gender variables and Chinese and English scores, but no significant relationship between gender variables and math scores. 3There was a significant correlation between the coping style of the subjects and their subjective support and the degree of utilization of the support, but there was no significant relationship between the coping style and the objective level of support. (4) in the four dimensions of affirmation and support, companionship and intimacy, satisfaction, conflict and punishment, parents and friends scored higher in the first three dimensions, and parents and teachers scored higher in the conflict and punishment dimensions. Teachers rank last in the first three dimensions, and parents and friends play an important role in the social support system for adolescents. (5) there was a positive correlation between social support and academic achievement. At the same time, there was a significant correlation between gender, cadre identity and academic achievement in the control variable, and the influence of cadre identity variable was significant.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：C913.5

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