本文選題：少數(shù)民族 + 中學(xué)生��； 參考：《貴州師范大學(xué)》2014年碩士論文

【摘要】：現(xiàn)在對(duì)于學(xué)生的關(guān)注已經(jīng)從學(xué)習(xí)成績(jī)和成績(jī)排名，慢慢轉(zhuǎn)向了學(xué)生的學(xué)習(xí)壓力現(xiàn)狀以及學(xué)習(xí)壓力的調(diào)節(jié)，學(xué)習(xí)壓力的管理已逐漸成為心理學(xué)和教育學(xué)研究的核心。 本研究使用自編少數(shù)民族中學(xué)生學(xué)習(xí)壓力問(wèn)卷，對(duì)5所學(xué)校976名中學(xué)生進(jìn)行了測(cè)試。文章結(jié)合問(wèn)卷包含的11個(gè)因素：自我期望、學(xué)業(yè)前景、學(xué)習(xí)環(huán)境、負(fù)性認(rèn)知及他人期待、學(xué)業(yè)競(jìng)爭(zhēng)、心理不適及偏離主題、心理承受力低下、人際交往障礙、抑郁傾向、生理癥狀、沉溺網(wǎng)絡(luò)，分別探討了不同民族、性別、年級(jí)、獨(dú)生情況、家庭所在地、家庭經(jīng)濟(jì)水平的中學(xué)生學(xué)習(xí)壓力狀況，結(jié)果顯示：（1）少數(shù)民族學(xué)生的學(xué)習(xí)壓力低于漢族學(xué)生的學(xué)習(xí)壓力，且在學(xué)業(yè)前景、學(xué)習(xí)環(huán)境2項(xiàng)因子上表現(xiàn)顯著；（2）女生的學(xué)習(xí)壓力明顯大于男生，但是在沉溺虛擬一項(xiàng)當(dāng)中，男生顯著高于女生，，更易網(wǎng)絡(luò)成癮；（3）獨(dú)生子女的學(xué)習(xí)壓力著大于非獨(dú)生子女，其中，負(fù)性認(rèn)知及他人期待是導(dǎo)致獨(dú)生子女學(xué)習(xí)壓力增大的主要來(lái)源；（4）不同年級(jí)學(xué)生的學(xué)習(xí)壓力總體呈現(xiàn)出初三，高二壓力較大，其他年級(jí)壓力較小，但差異不顯著；（5）農(nóng)村學(xué)生的學(xué)習(xí)壓力小于城市和城鎮(zhèn)學(xué)生的學(xué)習(xí)壓力；（6）家庭條件好的學(xué)生學(xué)習(xí)壓力最大，家庭條件很差的學(xué)生其次，并且差異顯著。 最后，依據(jù)測(cè)量結(jié)果為學(xué)校管理者和教育者提出四點(diǎn)建設(shè)性意見(jiàn)：（1）降低期望；（2）提升自我；（3）調(diào)整方法；（4）因材施教。
[Abstract]:At present, the students' attention has been ranked from academic achievement and achievement, gradually turning to the status of students' learning pressure and the adjustment of learning pressure. The management of learning pressure has gradually become the core of the research of psychology and pedagogy.
In this study, 976 middle school students in 5 schools were tested by self compiled minority students' learning stress questionnaire. The article combines 11 factors including self expectation, academic prospects, learning environment, negative cognition and expectation of others, academic competition, psychological discomfort and deviation subject, mental retardation, interpersonal barriers, inhibition. The tendency of depression, physiological symptoms, and addiction network, the study stress of students of different nationalities, sex, grade, single life, home location and family economic level, the results show: (1) the learning pressure of minority students is lower than that of Han students, and the 2 factors of academic prospects and learning environment are obvious. (2) the learning pressure of female students is obviously greater than that of boys, but in the virtual one, boys are significantly higher than girls and are more likely to be addicted to the Internet; (3) the learning pressure of the only child is greater than that of non only children, of which the negative cognition and other expectations are the main source of the increase of the learning pressure of the only child; (4) the students of different grades are learning. The students' stress is less than the other grades, but the difference is not significant. (5) the learning pressure of the rural students is less than that of the urban and urban students; (6) the students with good family conditions have the greatest learning pressure, and the students with poor family conditions are second, and the difference is significant.
Finally, according to the results of the survey, we put forward four constructive suggestions for the school administrators and educators: (1) reducing expectations; (2) improving self; (3) adjustment methods; (4) teaching students in accordance with their aptitude.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842

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本文編號(hào)：2075525