發(fā)布時(shí)間：2018-03-11 11:51

  本文選題：初中生　切入點(diǎn)：學(xué)業(yè)求助　出處：《廣州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：學(xué)業(yè)求助是指學(xué)生在學(xué)習(xí)過程中遇到困難向他人請(qǐng)求幫助的行為,是一種利用他人幫助以應(yīng)付學(xué)習(xí)困難的重要的自我調(diào)節(jié)學(xué)習(xí)策略。本研究旨在了解初中生學(xué)業(yè)求助和自我調(diào)節(jié)學(xué)習(xí)的現(xiàn)狀,探討二者之間的關(guān)系,在此基礎(chǔ)上開展以學(xué)業(yè)求助為主題的班級(jí)團(tuán)體輔導(dǎo),探索提高自我調(diào)節(jié)學(xué)習(xí)的有效方式。本研究運(yùn)用《中小學(xué)生學(xué)業(yè)求助問卷》和《中學(xué)生自我調(diào)節(jié)學(xué)習(xí)量表》對(duì)廣州市三所初中學(xué)校的初一、初二、初三學(xué)生進(jìn)行問卷調(diào)查。研究一對(duì)收集到的815份有效數(shù)據(jù)進(jìn)行統(tǒng)計(jì)處理,分析學(xué)業(yè)求助與自我調(diào)節(jié)學(xué)習(xí)的現(xiàn)狀及關(guān)系。研究二收集了263名被試的數(shù)學(xué)學(xué)習(xí)成績(jī),進(jìn)一步探討學(xué)業(yè)求助、自我調(diào)節(jié)學(xué)習(xí)與學(xué)習(xí)成績(jī)的關(guān)系。研究三采用班級(jí)團(tuán)體輔導(dǎo)的方式進(jìn)行實(shí)驗(yàn)干預(yù),對(duì)實(shí)驗(yàn)組開展七個(gè)單元的學(xué)業(yè)求助主題班級(jí)團(tuán)體輔導(dǎo),對(duì)照組不做任何干預(yù),以探討班級(jí)團(tuán)體輔導(dǎo)能否改善初一學(xué)生的學(xué)業(yè)求助的行為和意愿,進(jìn)而提高其自我調(diào)節(jié)學(xué)習(xí)和數(shù)學(xué)學(xué)習(xí)成績(jī)。本文研究結(jié)論如下:(1)初中生學(xué)業(yè)求助總體處于中下水平,在工具性求助行為還可以繼續(xù)完善;初中生自我調(diào)節(jié)學(xué)習(xí)處于中上水平,但在計(jì)劃與目標(biāo)定向動(dòng)機(jī)策略和認(rèn)知策略需要進(jìn)一步提高。(2)初中生的學(xué)業(yè)求助在性別上無(wú)顯著差異。初中生自我調(diào)節(jié)學(xué)習(xí)在性別變量上女生顯著高于男生,在自我監(jiān)控、認(rèn)知策略、資源管理、動(dòng)機(jī)策略維度達(dá)到了顯著水平。(3)在年級(jí)變量上,初中生學(xué)業(yè)求助和自我調(diào)節(jié)學(xué)習(xí)行為均存在顯著差異。自我調(diào)節(jié)學(xué)習(xí)總體水平隨年級(jí)增高而降低,學(xué)業(yè)求助總體隨年級(jí)的增高而提高。(4)初中生學(xué)業(yè)求助與自我調(diào)節(jié)學(xué)習(xí)呈現(xiàn)顯著負(fù)相關(guān),求助代價(jià)和非適應(yīng)性學(xué)業(yè)求助與自我調(diào)節(jié)學(xué)習(xí)呈現(xiàn)顯著負(fù)相關(guān),求助益處和工具性求助行為與自我調(diào)節(jié)學(xué)習(xí)呈現(xiàn)顯著正相關(guān)。(5)初中生學(xué)業(yè)求助與數(shù)學(xué)學(xué)習(xí)成績(jī)呈現(xiàn)顯著負(fù)相關(guān)。具體表現(xiàn)為,在求助代價(jià)(學(xué)生)、執(zhí)行性求助行為、回避求助行為與學(xué)習(xí)成績(jī)呈顯著負(fù)相關(guān);求助益處與學(xué)習(xí)成績(jī)呈顯著正相關(guān)。(6)初中生自我調(diào)節(jié)學(xué)習(xí)總分及努力管理、自我效能、動(dòng)機(jī)策略與數(shù)學(xué)學(xué)習(xí)成績(jī)呈現(xiàn)顯著正相關(guān)。(7)通過班級(jí)團(tuán)體輔導(dǎo)可以增加學(xué)生的學(xué)業(yè)求助行為,降低求助代價(jià),改善了初一學(xué)生的學(xué)業(yè)求助意愿和行為,進(jìn)而顯著提高了自我調(diào)節(jié)學(xué)習(xí)水平和數(shù)學(xué)學(xué)習(xí)成績(jī)。本研究的學(xué)業(yè)求助班級(jí)團(tuán)體輔導(dǎo)干預(yù)有效。
[Abstract]:Academic help-seeking refers to the behavior of students seeking help from others when they encounter difficulties in the course of their study. It is an important self-regulated learning strategy to use others' help to cope with learning difficulties. The purpose of this study is to understand the current situation of academic help-seeking and self-regulated learning of junior high school students, and to explore the relationship between them. On this basis, class group counseling with the theme of academic assistance was carried out. To explore the effective ways to improve self-regulated learning, the present study applies the questionnaire for academic Help-seeking of Primary and Middle School students and the Self-regulated Learning scale for Middle School students to study on the first and second grade schools of three junior high schools in Guangzhou. A questionnaire survey was conducted among junior high school students. 815 valid data were collected for statistical processing, and the current situation and the relationship between academic help and self-regulated learning were analyzed. In the second study, 263 subjects were collected. Further explore the relationship between academic help-seeking, self-regulation of learning and academic achievement. The third study used the method of class group counseling to carry out experimental intervention, and carried out seven units of academic help-seeking topic class group counseling in the experimental group. The control group did not make any intervention to explore whether group counseling could improve the students' behavior and willingness to seek help. The conclusion of this study is as follows: 1) the junior middle school students' academic help for help is generally at the middle and lower level, and the instrumental help-seeking behavior can continue to be improved, while the junior high school students' self-regulated learning is at the middle and upper level. However, there is no significant difference in academic help-seeking among junior high school students in terms of planning, goal-oriented motivation strategies and cognitive strategies. Self-regulated learning of junior high school students is significantly higher than that of boys in terms of gender variables and self-monitoring. Cognitive strategy, resource management, motivation strategy dimension reached significant level. In grade variables, there were significant differences in academic help-seeking and self-regulated learning behavior of junior high school students. The overall level of self-regulated learning decreased with the increase of grade. (4) there was a significant negative correlation between academic help-seeking and self-regulated learning, and a significant negative correlation between help-seeking cost and non-adaptive academic help-seeking and self-regulated learning. Help-seeking benefit and instrumental help-seeking behavior were significantly positively correlated with self-regulated learning. (5) there was a significant negative correlation between academic help-seeking and mathematics achievement of junior high school students. There was a significant negative correlation between help-seeking behavior and academic achievement, and there was a significant positive correlation between help-seeking benefit and academic achievement. 6) the total score of self-regulated learning, effort management and self-efficacy of junior high school students. Motivation strategy is significantly positively correlated with mathematics achievement. (7) Class group counseling can increase students' academic help-seeking behavior, reduce the cost of seeking help, and improve the students' willingness and behavior to ask for help. Thus, the self-regulated learning level and mathematics learning achievement were significantly improved. The group counseling intervention of academic help classes in this study was effective.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

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