本文選題：青少年 + 未來取向　； 參考：《東北師范大學》2017年碩士論文

【摘要】：未來取向是指個體對于未來的思考和規(guī)劃。研究表明,未來取向的發(fā)展因年齡、性別、種族和文化等外部環(huán)境的差異而不同。為了能更客觀、準確地考察中國文化背景下青少年未來取向發(fā)展狀況,本研究采用三種方法對小學生、初中生、高中生和大學生進行測試,即未來取向問卷、內(nèi)容評定法、行為測試法。行為測試法采用的延遲折扣任務,該任務范式測量被試是否能為了未來更大的獎勵而放棄當下的獎勵。延遲折扣率越小說明個體越看重未來,未來取向水平越高;延遲折扣越大說明個體越看重當下,未來取向水平越低,因此本研究將延遲折扣的大小作為衡量未來取向水平高低的一個指標。本研究旨在比較三種測量方法的優(yōu)缺點,試圖提出一種較為客觀、有效測量未來取向的方法;同時探究未來取向與學校投入、學業(yè)成績的關(guān)系。研究結(jié)果如下:(1)問卷法測量發(fā)現(xiàn),青少年未來取向發(fā)展存在年級差異,但不存在性別差異。小學生得分顯著高于初中生和高中生,大學生得分顯著高于高中生,初中生與高中生得分無差異。該結(jié)果表明小學生與大學生未來取向水平最高,其次是初中生,高中生未來取向水平最低。(2)內(nèi)容評定法測量發(fā)現(xiàn),青少年未來取向發(fā)展存在年級差異,且存在性別差異。小學生得分顯著低于初中生、高中生和大學生;大學生得分顯著高于小學生、初中生和高中生;初中生和高中生得分無差異。女生未來取向得分顯著高于男生。該結(jié)果表明大學生未來取向水平最高,其次是初中生和高中生,小學生未來取向水平最低。(3)行為測試法測量發(fā)現(xiàn),青少年未來取向發(fā)展存在年級差異,但不存在性別差異。小學生的延遲能力顯著低于初中生、大學生,與高中生的差異邊緣顯著,大學生延遲能力顯著高于小學生,但與初中生、高中生差異不顯著。該結(jié)果表明小學生未來取向水平最低,其次是初中生和高中生,大學生未來取向水平最高。(4)相關(guān)分析結(jié)果表明,問卷法測量的未來取向在各年級中,都與學校投入呈顯著正相關(guān),但與學業(yè)成績相關(guān)不顯著;內(nèi)容評定法測量的未來取向在小學生、初中生中,與學校投入、學業(yè)成績都呈顯著正相關(guān);在大學生中,只與學校投入呈顯著正相關(guān);行為測試法測量的未來取向在小學生中,與學校投入和學業(yè)成績呈顯著正相關(guān),與初中生、大學生的學業(yè)成績呈正相關(guān)。說明問卷法與主觀的評價指標學校投入相關(guān),行為測量與客觀的評價指標學業(yè)成績相關(guān),而內(nèi)容評定法兼顧兩者的特點,與主客觀兩種學業(yè)評價指標均相關(guān)。本研究采用的三種測量方法相比較來看,內(nèi)容評定法更為有效地測量出青少年的未來取向水平隨年齡增加而提高的趨勢,未來取向水平越高,學校投入越多,學業(yè)成績越好。
[Abstract]:The future orientation refers to the individual's thinking and planning for the future. The research shows that the development of future orientation varies with age, sex, race and culture. In order to investigate more objectively and accurately the development of adolescents' future orientation in Chinese cultural background, this study uses three methods to test the future orientation of primary school students, junior high school students, high school students and college students, that is, the questionnaire of future orientation and the method of content evaluation. Behavioral testing. The delay-discount task used in behavioral testing, which measures whether participants can give up the present reward for greater rewards in the future. The lower the delayed discount rate is, the higher the future orientation level is, and the higher the delay discount rate is, the lower the future orientation level is. Therefore, the delay-discount is used as an index to measure the level of future orientation. The purpose of this study is to compare the advantages and disadvantages of the three measurement methods, and to propose a more objective and effective method to measure the future orientation, and at the same time to explore the relationship between the future orientation and school input and academic achievement. The results were as follows: (1) the questionnaire showed that there were grade differences in the future development of adolescents' orientation, but there was no gender difference. The scores of primary school students were significantly higher than those of junior high school students and high school students, and the scores of college students were significantly higher than those of high school students. The results showed that the level of future orientation of primary school students and college students was the highest, followed by junior high school students, and the level of future orientation of senior high school students was the lowest. The content evaluation method found that there were grade differences and gender differences in the development of future orientation of adolescents. The scores of primary school students were significantly lower than that of junior high school students, high school students and college students; the scores of college students were significantly higher than those of pupils, junior high school students and high school students; The score of girls' future orientation was significantly higher than that of boys. The results showed that the level of future orientation of college students was the highest, followed by junior high school students and senior high school students, and the level of future orientation of primary school students was the lowest. The behavioral test showed that there were grade differences in the future orientation development of adolescents, but there was no gender difference. The delay ability of primary school students is significantly lower than that of junior high school students, the difference between college students and high school students is significant, the delay ability of college students is significantly higher than that of primary school students, but there is no significant difference with junior high school students. The results showed that the level of future orientation of primary school students was the lowest, followed by junior high school students and senior high school students. All of them were positively correlated with school input, but not significantly correlated with academic achievement; the future orientation of content evaluation measurement was significantly positive correlation among primary school students, junior high school students, school input and academic achievement; The future orientation of behavior test measurement was significantly positive correlation with school input and academic achievement, and with junior high school students and college students' academic achievement. It shows that the questionnaire method is related to the subjective evaluation index, the behavior measurement is related to the academic achievement of the objective evaluation index, while the content assessment method takes into account the characteristics of both, and is related to both subjective and objective academic evaluation indexes. Compared with the three measurement methods used in this study, the content evaluation method is more effective in measuring the trend that the future orientation level of adolescents increases with the increase of age. The higher the level of future orientation, the more school investment, the better academic achievement.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B844.2

【參考文獻】

相關(guān)期刊論文 前4條

1 劉霞;黃希庭;畢翠華;;青少年未來取向問卷的編制[J];西南大學學報(社會科學版);2011年06期

2 佟月華;韓穎;;延遲折扣的任務呈現(xiàn)方式、數(shù)學模型與測量指標[J];中國臨床心理學雜志;2011年05期

3 劉霞;黃希庭;普彬;畢翠華;;未來取向研究概述[J];心理科學進展;2010年03期

4 張玲玲;張文新;紀林芹;Jari-Erik Nurmi;;青少年未來取向問卷中文版的測量學分析[J];心理發(fā)展與教育;2006年01期

相關(guān)碩士學位論文 前2條

1 于鳳杰;青少年的未來取向與情緒適應[D];山東師范大學;2010年

2 張玲玲;青少年未來取向的發(fā)展[D];山東師范大學;2005年

，

本文編號：1774853