本文選題：初中生 + 樂觀　； 參考：《廣西師范大學》2014年碩士論文

【摘要】：積極心理學在上世紀80年代作為西方心理學的一個分支逐漸興起后,越來越多的心理學研究把視角轉(zhuǎn)移到如何更好發(fā)揮人積極的一面來減弱人消極悲觀的思維和認知。而樂觀作為積極心理學中一個核心概念,更加受到研究者的關(guān)注。樂觀是一個較為穩(wěn)定持久的人格變量,樂觀的個體對現(xiàn)實和未來持有積極的態(tài)度傾向,這種態(tài)度傾向可對個體的認知、情感和行為產(chǎn)生深刻影響。 學業(yè)自我效能感是個體的學業(yè)能力信念,是指學習者對自己能否利用所擁有的能力或技能去完成學習任務(wù)的自信程度的評價,是個體對控制自己學習行為和學習成績能力的一種主觀判斷。學業(yè)壓力反應(yīng)是學生在學習過程中對超過自己應(yīng)對能力或可能威脅自身的學業(yè)內(nèi)外環(huán)境要求持續(xù)作用下,產(chǎn)生的各種能被主體意識到的身體、心理、行為方方面面的消極反應(yīng)。 有研究表明,積極情緒具有保護性功能,能夠減少壓力對個體的影響。自我效能感與習得性無助是相反的兩個概念,對樂觀解釋風格的訓練可以降低習得性無助。在學業(yè)上有高自我效能感的學生在學業(yè)情境中他們有更積極的態(tài)度和情感,有較少的焦慮。 隨著沙游療法逐步成熟,越來越多的學校開始接受這樣一種輕松而有趣的咨詢方式。沙盤游戲能夠為學生提供一種自由而受保護的空間,使得學生在一種輕松自在的環(huán)境里充分的表達自己,一方面能促進學生對自我的了解,另一方面能夠提高咨詢效果。 本研究在借鑒國內(nèi)外研究成果的基礎(chǔ)上,采用了調(diào)查和實驗相結(jié)合的方法,探討初中生樂觀、學業(yè)自我效能感與學業(yè)壓力反應(yīng)的關(guān)系。在此基礎(chǔ)上,采用團體沙盤游戲技術(shù)對自變量樂觀進行干預(yù),以期能夠通過對樂觀的干預(yù)提高學生的學業(yè)自我效能感,降低學業(yè)壓力反應(yīng)。 研究主要包括兩部分：：研究一選取了廣西、山東、河南907名初中生作為被試,采用《青少年樂觀問卷》、《學業(yè)自我效能感問卷》和《初中生學業(yè)壓力反應(yīng)問卷》進行調(diào)查,探討初中生樂觀、學業(yè)自我效能感、學業(yè)壓力反應(yīng)人口變量學上的差異以及學業(yè)自我效能感在初中生樂觀、學業(yè)壓力反應(yīng)的中介作用;研究二是樂觀團體沙游干預(yù)實驗,是在研究一的基礎(chǔ)上選取桂林某中學被試10名,隨機分為實驗組和對照組,對實驗組成員進行為期2個月的團體干預(yù),實驗組則不進行任何處理,通過量表對被試進行前后測試來對團體干預(yù)效果進行評估。 研究的主要結(jié)論如下： (1)初中生樂觀在性別上不存在顯著差異；不同年級的初中生的樂觀水平不存在顯著差異；重點中學與普通中學的初中生樂觀不存在顯著差異；初中生樂觀在學習成績上差異顯著；農(nóng)村與城市的初中生樂觀水平存在顯著差異。 (2)初中生學業(yè)壓力反應(yīng)在性別上不存在顯著差異；在學習成績、不同年級上學業(yè)壓力反應(yīng)存在顯著差異；農(nóng)村與城市的初中生學業(yè)壓力反應(yīng)存在顯著差異；重點中學與普通中學的初中生學業(yè)壓力反應(yīng)存在顯著差異。 (3)初中生學業(yè)自我效能感在性別上不存在顯著差異；在學習成績、不同年級上學業(yè)自我效能感存在顯著差異：農(nóng)村與城市的初中生學業(yè)自我效能感存在顯著差異：重點中學與普通中學的初中生學業(yè)自我效能感存在顯著差異。 (4)樂觀、學業(yè)自我效能感、學業(yè)壓力反應(yīng)兩兩相關(guān)。其中樂觀與學業(yè)壓力反應(yīng)負相關(guān)顯著；學業(yè)自我效能按與學業(yè)壓力反應(yīng)負相關(guān)顯著；樂觀與學業(yè)自我效能感正相關(guān)顯著。 (5)樂觀對學業(yè)壓力反應(yīng)預(yù)測作用顯著;學業(yè)自我效能感對學業(yè)壓力反應(yīng)預(yù)測作用顯著;樂觀對學業(yè)自我效能感預(yù)測作用顯著 (6)學業(yè)自我效能感在樂觀與學業(yè)壓力反應(yīng)中的部分中介作用顯著 (7)團體沙盤游戲的干預(yù)對提高初中生的樂觀水平效果顯著,同時學業(yè)自我效能感提高效果顯著,學業(yè)壓力反應(yīng)下降顯著。
[Abstract]:Positive psychology has gradually emerged as a branch of western psychology in the 1980s , and more and more psychological research has shifted the angle of view to how to better play a positive side to weaken the negative thinking and cognition of people . Optimism is a core concept in positive psychology and is more concerned with researchers . Optimism is a more stable and lasting personality variable , and the optimistic individual has a positive attitude towards reality and the future , and this kind of attitude tends to have a profound influence on the cognition , emotion and behavior of the individual .

Academic self - efficacy is a subjective assessment of individual ' s ability to use the ability or skill to accomplish learning task . It is a subjective assessment of individual ' s ability to control their own learning behavior and learning achievement .

The study shows that the positive emotion has the protective function and can reduce the influence of stress on the individual . Self - efficacy and acquired immunity are the opposite two concepts . The self - efficacy and the acquired immunity are the opposite concepts . The students with high self - efficacy have more positive attitude and emotion in the academic situation , and have less anxiety .

With the gradual maturity of sand therapy , more and more schools are beginning to accept such an easy and fun way of consulting . It provides students with a free and protected space that allows students to fully express themselves in a relaxed environment , on the one hand , to promote students ' understanding of themselves and on the other hand to improve the consulting effect .

Based on the research achievements at home and abroad , this study adopts the method of combining investigation and experiment to discuss the relationship between the feeling of self - efficacy and the reaction of academic self - efficacy in junior middle school students . On this basis , the self - variable optimism is intervened by using group sand - disc game technology , so as to improve the students ' academic self - efficacy and reduce the reaction of academic pressure through the intervention of optimistic intervention .

This paper mainly includes two parts : the study of the first middle school students who chose Guangxi , Shandong and Henan as the subjects , and conducted a survey on the school self - efficacy , the difference of academic self - efficacy and the students ' self - efficacy in junior middle school students .

The main conclusions of the study are as follows :

( 1 ) There was no significant difference between the first and middle school students .
There was no significant difference in the optimistic level of junior middle school students in different grades .
There is no significant difference between the junior middle school and the junior middle school .
There was a significant difference in the learning achievement between junior middle school students and students .
There is a significant difference in the optimistic level between the rural and the city .

( 2 ) There was no significant difference in the sex difference between junior middle school students .
There was a significant difference between academic achievement and academic pressure in different grades .
There is a significant difference between the primary and secondary school students ' academic pressure in rural and urban areas .
There is a significant difference between secondary school and junior middle school students in secondary school .

( 3 ) There was no significant difference in self - efficacy among junior middle school students ;
There is a significant difference in the self - efficacy of academic self - efficacy in the different grades of academic achievement . There is a significant difference in the self - efficacy of primary school students in rural and urban areas : there is a significant difference in the self - efficacy of middle school and middle school .

( 4 ) Optimism , Academic Self - efficacy and Academic Stress Reaction were correlated . Among them , there was a significant negative correlation between optimism and academic pressure ;
There was a negative correlation between academic self - efficacy and academic pressure ;
The positive correlation between optimistic and academic self - efficacy is positive .

( 5 ) The effect of optimism on the prediction of academic stress response was significant ; the effect of self - efficacy of academic self - efficacy on the prediction of academic stress response was significant ; the optimistic effect on the self - efficacy of academic self - efficacy was significant .

( 6 ) The feeling of self - efficacy of academic achievement plays an important role in the reaction of optimism and academic pressure

( 7 ) The intervention of group sand table game has obvious effect on improving the optimistic level of junior middle school students , while the effect of self - efficacy of academic self - efficacy is improved , and the reaction of academic pressure decreases .
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B848

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本文編號：1976396