本文關(guān)鍵詞： 初中生 父母學(xué)業(yè)期望 自我學(xué)業(yè)期望 初中生知覺到的父母學(xué)業(yè)期望 父母知覺到的初中生自我學(xué)業(yè)期望 學(xué)業(yè)自我效能感 學(xué)習(xí)動(dòng)機(jī)　出處：《山西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：父母學(xué)業(yè)期望與自我學(xué)業(yè)期望是在父母與孩子的互動(dòng)過程中形成的，父母學(xué)業(yè)期望與自我學(xué)業(yè)期望的良好互動(dòng)是發(fā)揮期望效應(yīng)的基礎(chǔ)。因此，本研究以初中生及其父母為研究對(duì)象，運(yùn)用問卷法研究初中生父母學(xué)業(yè)期望與自我學(xué)業(yè)期望之間的互動(dòng)過程，并探討互動(dòng)過程中父母學(xué)業(yè)期望和自我學(xué)業(yè)期望對(duì)初中生學(xué)業(yè)自我效能感和學(xué)習(xí)動(dòng)機(jī)的影響。研究結(jié)果如下： (1)父親和母親對(duì)初中生的學(xué)業(yè)期望差異不顯著，父親和母親知覺到的初中生自我學(xué)業(yè)期望差異也不顯著。 (2)初中生父母學(xué)業(yè)期望、自我學(xué)業(yè)期望、父母知覺到的初中生自我學(xué)業(yè)期望、初中生知覺到的父母學(xué)業(yè)期望在學(xué)生性別、年級(jí)上的差異顯著，女生高于男生，，初一、初二高于初三，在父母學(xué)歷、職業(yè)、家庭收入上的差異不顯著，但在教育投入上的差異顯著，教育投入5000元以上的顯著高于教育投入5000元以下的。 (3)初中生父母學(xué)業(yè)期望與自我學(xué)業(yè)期望的互動(dòng)不平等。 ①初中生知覺到的父母學(xué)業(yè)期望顯著高于父母學(xué)業(yè)期望。父母知覺到的初中生自我學(xué)業(yè)期望顯著低于初中生自我學(xué)業(yè)期望。 ②初中生知覺到的父母學(xué)業(yè)期望與初中生自我學(xué)業(yè)期望的聯(lián)系非常緊密。父母知覺到的初中生自我學(xué)業(yè)期望與初中生父母學(xué)業(yè)期望的聯(lián)系比較緊密。初中生自我學(xué)業(yè)期望與父母知覺到的初中生自我學(xué)業(yè)期望、初中生父母學(xué)業(yè)期望與初中生知覺到的父母學(xué)業(yè)期望的聯(lián)系緊密。 ③初中生知覺到的父母學(xué)業(yè)期望對(duì)初中生自我學(xué)業(yè)期望的影響非常大。父母知覺到的初中生自我學(xué)業(yè)期望對(duì)初中生父母學(xué)業(yè)期望的影響比較大。初中生父母學(xué)業(yè)期望對(duì)初中生知覺到的父母學(xué)業(yè)期望的影響和初中生自我學(xué)業(yè)期望對(duì)父母知覺到初中生自我學(xué)業(yè)期望的影響比較小。 （4）初中生父母學(xué)業(yè)期望、自我學(xué)業(yè)期望、父母知覺到的初中生自我學(xué)業(yè)期望、初中生知覺到的父母學(xué)業(yè)期望與學(xué)業(yè)自我效能感、學(xué)習(xí)動(dòng)機(jī)呈顯著正相關(guān)。在維度上，四種不同類型的學(xué)業(yè)期望與學(xué)習(xí)能力效能感呈顯著正相關(guān)，與學(xué)習(xí)行為效能感相關(guān)不顯著。學(xué)業(yè)自我效能感與學(xué)習(xí)動(dòng)機(jī)呈顯著正相關(guān)。 （5）初中生自我學(xué)業(yè)期望，既對(duì)初中生學(xué)業(yè)自我效能感和學(xué)習(xí)動(dòng)機(jī)有直接效應(yīng)，又以學(xué)業(yè)自我效能感為中介，間接影響學(xué)習(xí)動(dòng)機(jī)。父母學(xué)業(yè)期望不能直接影響初中生的學(xué)業(yè)自我效能感和學(xué)習(xí)動(dòng)機(jī)，只能通過在互動(dòng)過程中影響初中生的自我學(xué)業(yè)期望來間接影響初中生的學(xué)業(yè)自我效能感和學(xué)習(xí)動(dòng)機(jī)。
[Abstract]:Parents' academic expectation and self-academic expectation are formed in the process of parent-child interaction. Good interaction between parents' academic expectation and self-academic expectation is the basis of exerting expectation effect. In this study, junior high school students and their parents as the research object, using the questionnaire method to study junior high school students' parents' academic expectations and self-academic expectations of the interactive process. The effects of parents' academic expectations and self-academic expectations on junior high school students' academic self-efficacy and learning motivation are also discussed. The results are as follows:. 1) there was no significant difference between father and mother in academic expectation of junior high school students, and there was no significant difference in self-academic expectation of junior high school students perceived by father and mother. 2) Junior high school students' parents' academic expectation, self-academic expectation, parents' perceived self-academic expectation of junior high school students, junior high school students' perceived parents' academic expectations were significantly different in gender, grade, female students were higher than boys, junior high school students. The difference in parents' education, occupation and family income is not significant, but the difference in education investment is significant. The education investment of more than 5000 yuan is significantly higher than that of education investment below 5,000 yuan. 3) the interaction between parents' academic expectation and self-academic expectation is not equal. (1) the perceived academic expectation of parents was significantly higher than that of their parents, and the self-academic expectation of junior high school students perceived by parents was significantly lower than that of junior high school students. (2) the relationship between perceived parents' academic expectation and junior high school students' self-academic expectation is very close, the relationship between parents' perceived self-academic expectation and junior high school students' parents' academic expectation is very close. Academic expectation and self-academic expectation of junior high school students perceived by their parents, Junior high school students' parents' academic expectations are closely related to their perceived academic expectations. 3 the effect of perceived parental academic expectation on junior high school students' self-academic expectation is very great, and the influence of parents' perceived self-academic expectation on junior high school students' parents' academic expectation is greater than that of junior high school students' parents' academic expectation. The influence of expectation on perceived parents' academic expectation and junior high school students' self-academic expectation on junior high school students' perceived self-academic expectation is relatively small. 4) parents' academic expectation, self-academic expectation, perceived self-academic expectation of junior high school students, perceived parental academic expectation of junior high school students and academic self-efficacy and learning motivation of junior high school students were positively correlated. Four different types of academic expectation were significantly positively correlated with learning ability efficacy, but not significantly correlated with learning behavior efficacy, while academic self-efficacy was significantly positively correlated with learning motivation. (5) the self-academic expectation of junior high school students has direct effect on academic self-efficacy and learning motivation of junior high school students, and it is mediated by academic self-efficacy. Parents' academic expectation can not directly affect the academic self-efficacy and learning motivation of junior high school students. It is only by influencing junior high school students' self-academic expectation in the process of interaction that the junior high school students' academic self-efficacy and learning motivation can be indirectly affected.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：B844.2

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