本文關(guān)鍵詞：高中復(fù)讀生成就動機(jī)、應(yīng)對方式與主觀幸福感的關(guān)系研究　出處：《河北大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：主觀幸福感代表著個體對自己各方面滿意度的綜合性評價,近年來越發(fā)受到研究者的重視。高中復(fù)讀生作為一個特殊的群體,面對來自自我及外界的各種壓力,其幸福感堪憂,許多復(fù)讀生因為承受不住壓力而屢屢釀成悲劇。然而,同樣面臨較大的壓力,有的復(fù)讀生卻能夠化壓力為動力,積極調(diào)整自己的應(yīng)對方式,積極面對,保持平靜愉悅的心態(tài)面對高考,達(dá)到較好的適應(yīng)水平。本研究選取350名高中復(fù)讀生和同一所學(xué)校的350名應(yīng)屆高三學(xué)生作為研究對象,通過問卷法進(jìn)行研究,采用t檢驗、方差分析、相關(guān)分析以及中介效應(yīng)分析等研究方法對數(shù)據(jù)進(jìn)行整理分析,結(jié)合先前的研究成果,探究高中復(fù)讀生的成就動機(jī)、應(yīng)對方式與主觀幸福感之間的路徑關(guān)系,為提高復(fù)讀生的主觀幸福感尋求有效方法。最終,得出如下結(jié)論:(1)應(yīng)屆生和復(fù)讀生在成就動機(jī)、應(yīng)對方式及主觀幸福感上差異顯著。復(fù)讀生追求成功的動機(jī)及避免失敗的動機(jī)均高于應(yīng)屆生,較多使用自責(zé)的應(yīng)對方式而較少使用求助的應(yīng)對方式,友誼滿意度、自由滿意度、環(huán)境滿意度、積極情感及生活滿意度總分均低于應(yīng)屆生。(2)高中復(fù)讀生的成就動機(jī)、應(yīng)對方式及主觀幸福感在性別、生源地、是否獨生、文理分科、高考成績等變量上存在顯著差異。(3)復(fù)讀生及應(yīng)屆生的成就動機(jī)、應(yīng)對方式和主觀幸福感兩兩之間相關(guān)關(guān)系顯著。追求成功的動機(jī)與積極應(yīng)對呈正相關(guān),與消極應(yīng)對呈負(fù)相關(guān),與主觀幸福感呈正相關(guān);避免失敗的動機(jī)與積極應(yīng)對呈負(fù)相關(guān),與消極應(yīng)對呈正相關(guān),與主觀幸福感呈負(fù)相關(guān);主觀幸福感與積極應(yīng)對呈正相關(guān)與消極應(yīng)對呈負(fù)相關(guān)。(4)高中復(fù)讀生及應(yīng)屆高中生的應(yīng)對方式對成就動機(jī)和主觀幸福感的中介效應(yīng)顯著。(5)高中復(fù)讀生與應(yīng)屆高三學(xué)生成就動機(jī)、應(yīng)對方式及主觀幸福感的路徑關(guān)系略有不同。對于復(fù)讀生,積極的應(yīng)對方式在追求成功的動機(jī)與主觀幸福感的關(guān)系中起部分中介作用,在避免失敗的動機(jī)與主觀幸福感的關(guān)系中起完全中介作用;消極的應(yīng)對方式在追求成功的動機(jī)與主觀幸福感的關(guān)系中起部分中介作用,在避免失敗的動機(jī)與主觀幸福感的關(guān)系中起完全中介作用。對于應(yīng)屆生,積極的應(yīng)對方式在追求成功的動機(jī)及避免失敗的動機(jī)與主觀幸福感的關(guān)系均中起完全中介作用;消極的應(yīng)對方式在追求成功的動機(jī)與主觀幸福感的關(guān)系中起完全中介作用。
[Abstract]:Subjective well-being represents a comprehensive evaluation of individual satisfaction with their own aspects, in recent years more and more attention has been paid by researchers. As a special group, senior high school repeat students face various pressures from themselves and the outside world. Its happiness is worrying, many repeat students because they can not bear the pressure and often lead to tragedy. However, also faced with greater pressure, some repeat students are able to change the pressure into motivation, and actively adjust their own coping style. Positive face, maintain a calm and pleasant attitude in the face of the college entrance examination, to achieve a better level of adaptation. This study selected 350 high school repeat students and the same school 350 students in senior high school as the research object. Through the questionnaire research, using t-test, analysis of variance, correlation analysis and intermediary effect analysis and other research methods to collate and analyze the data, combined with previous research results. Explore the high school repeat students' achievement motivation, coping style and subjective well-being between the path relationship, in order to improve the subjective well-being of repeat students to find an effective way. Finally. The conclusion is as follows: 1) there are significant differences in achievement motivation, coping style and subjective well-being between fresh graduates and repeat students. The motivation of rereading students to pursue success and avoid failure is higher than that of fresh graduates. More use of self-reproach coping style and less use of help-seeking coping style, friendship satisfaction, freedom satisfaction, environmental satisfaction. The total scores of positive emotion and life satisfaction were lower than those of fresh graduates. 2) the achievement motivation, coping style and subjective well-being of senior high school students were lower than those of fresh graduates. There are significant differences in the scores of college entrance examination and other variables. 3) the achievement motivation, coping style and subjective well-being of repeat students and new graduates are significantly correlated. The motivation to pursue success is positively correlated with positive coping. Negative correlation with negative coping and positive correlation with subjective well-being; The motivation to avoid failure is negatively correlated with positive coping, positive correlation with negative coping, and negative correlation with subjective well-being. The positive correlation between subjective well-being and positive coping is negatively correlated with negative coping. (4) the intermediate effect of coping style on achievement motivation and subjective well-being of secondary school students and current high school students is significant (5). High school repeat students and high school students' achievement motivation. The relationship between coping style and subjective well-being is slightly different. For repeat students, positive coping style plays a part of intermediary role in the relationship between the pursuit of success motivation and subjective well-being. It plays a completely mediating role in the relationship between the motivation to avoid failure and subjective well-being; Negative coping styles play an intermediary role in the relationship between success motivation and subjective well-being, and in the relationship between failure motivation and subjective well-being. The positive coping style plays a full intermediary role in the relationship between the motivation for success and the motivation for avoiding failure and subjective well-being. Negative coping styles play a completely mediating role in the relationship between motivation for success and subjective well-being.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：B844.2
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本文編號：1428220