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

【摘要】：現(xiàn)在對于學生的關(guān)注已經(jīng)從學習成績和成績排名，慢慢轉(zhuǎn)向了學生的學習壓力現(xiàn)狀以及學習壓力的調(diào)節(jié)，學習壓力的管理已逐漸成為心理學和教育學研究的核心。 本研究使用自編少數(shù)民族中學生學習壓力問卷，對5所學校976名中學生進行了測試。文章結(jié)合問卷包含的11個因素：自我期望、學業(yè)前景、學習環(huán)境、負性認知及他人期待、學業(yè)競爭、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、獨生情況、家庭所在地、家庭經(jīng)濟水平的中學生學習壓力狀況，結(jié)果顯示：（1）少數(shù)民族學生的學習壓力低于漢族學生的學習壓力，且在學業(yè)前景、學習環(huán)境2項因子上表現(xiàn)顯著；（2）女生的學習壓力明顯大于男生，但是在沉溺虛擬一項當中，男生顯著高于女生，更易網(wǎng)絡(luò)成癮；（3）獨生子女的學習壓力著大于非獨生子女，其中，負性認知及他人期待是導致獨生子女學習壓力增大的主要來源；（4）不同年級學生的學習壓力總體呈現(xiàn)出初三，高二壓力較大，其他年級壓力較小，但差異不顯著；（5）農(nóng)村學生的學習壓力小于城市和城鎮(zhèn)學生的學習壓力；（6）家庭條件好的學生學習壓力最大，家庭條件很差的學生其次，并且差異顯著。 最后，依據(jù)測量結(jié)果為學校管理者和教育者提出四點建設(shè)性意見：（1）降低期望；（2）提升自我；（3）調(diào)整方法；（4）因材施教。
[Abstract]:Now the attention of the students has changed from academic achievement and achievement ranking to the status quo of students' learning stress and the adjustment of learning pressure. The management of learning stress has gradually become the core of psychology and pedagogy research. In this study, 976 middle school students in 5 schools were tested with self-designed questionnaire on learning stress. The paper combined with 11 factors included in the questionnaire: self expectation, academic prospect, learning environment, negative cognition and expectation of others, academic competition, psychological discomfort and deviation from the subject, low tolerance, interpersonal disturbance, depression tendency. Physiological symptoms, addiction networks, and the learning stress of middle school students of different nationalities, gender, grade, one-child status, family location, and family economic level, respectively. The results showed that: (1) the learning pressure of minority students was lower than that of Han students, and the learning pressure of female students was significantly higher than that of male students, but in the process of indulging in fictitious items, the learning pressure of female students was significantly higher than that of male students. (3) the learning pressure of the only child is higher than that of the non-only child, among which negative cognition and other expectations are the main sources of the increasing learning stress of the only child; (4) the study pressure of students in different grades is generally the third grade, the pressure of the second grade is high, the pressure of the other grades is small, but the difference is not significant, (5) the study pressure of the rural students is less than that of the urban and urban students. (6) the students with good family conditions had the greatest learning pressure, and the students with poor family conditions were the next, and the differences were significant. Finally, four constructive suggestions are put forward for school administrators and educators: (1) reducing expectations; (2) improving self; (3) adjusting methods; (4) teaching students in accordance with their aptitude.
【學位授予單位】：貴州師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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