發(fā)布時(shí)間：2018-07-07 16:20

  本文選題：堅(jiān)毅 + 自我調(diào)節(jié)學(xué)習(xí)　； 參考：《南昌大學(xué)》2017年碩士論文

【摘要】：堅(jiān)毅是指面對(duì)長遠(yuǎn)目標(biāo)時(shí)的持續(xù)熱情和持久毅力。已有研究表明,堅(jiān)毅與學(xué)業(yè)成績之間關(guān)系密切,堅(jiān)毅能預(yù)測學(xué)業(yè)成績。自我調(diào)節(jié)學(xué)習(xí)對(duì)學(xué)業(yè)成績又影響顯著。因此,本研究旨在探討初中生堅(jiān)毅與自我調(diào)節(jié)學(xué)習(xí)、學(xué)業(yè)成績之間的關(guān)系。本研究選取《堅(jiān)毅量表(中文版)》及《自我調(diào)節(jié)學(xué)習(xí)量表(中文版)》,并驗(yàn)證其適用性,而后收集學(xué)生的學(xué)業(yè)成績,將這三者作為研究工具,對(duì)南昌市某中學(xué)的初中生進(jìn)行隨機(jī)取樣調(diào)查研究。經(jīng)過數(shù)據(jù)處理和討論分析,結(jié)果表明:(1)初中生的堅(jiān)毅水平處于中等水平。堅(jiān)毅的性別差異不顯著;堅(jiān)毅存在著十分顯著的年級(jí)差異,具體表現(xiàn)為:堅(jiān)毅水平隨著年級(jí)的升高而降低;堅(jiān)毅的居住地差異不顯著;堅(jiān)毅的家庭教養(yǎng)方式差異顯著,具體為:家庭教養(yǎng)方式為民主型的初中生比放任型和專制型更堅(jiān)毅。(2)初中生的自我調(diào)節(jié)學(xué)習(xí)水平整體處于中等略偏高的程度。自我調(diào)節(jié)學(xué)習(xí)的性別差異不顯著,但存在著顯著的年級(jí)差異。具體為:基本上的趨勢是自我調(diào)節(jié)學(xué)習(xí)能力隨著年級(jí)的增加呈現(xiàn)出增長的趨勢。自我調(diào)節(jié)學(xué)習(xí)的居住地差異不顯著;自我調(diào)節(jié)學(xué)習(xí)的家庭教養(yǎng)方式差異顯著,具體為:家庭教養(yǎng)方式為民主型的初中生比放任型和專制型的自我調(diào)節(jié)學(xué)習(xí)能力更高。(3)初中生堅(jiān)毅、自我調(diào)節(jié)學(xué)習(xí)與學(xué)業(yè)成績之間兩兩相關(guān)顯著。其中,堅(jiān)毅和自我調(diào)節(jié)學(xué)習(xí)呈中度正相關(guān),堅(jiān)毅與自我調(diào)節(jié)學(xué)習(xí)的各因子均呈顯著正相關(guān)。學(xué)業(yè)成績與堅(jiān)毅呈顯著正相關(guān)。學(xué)業(yè)成績與自我調(diào)節(jié)學(xué)習(xí)呈顯著正相關(guān),且相關(guān)程度較高。(4)初中生堅(jiān)毅與自我調(diào)節(jié)學(xué)習(xí)能預(yù)測其學(xué)業(yè)成績。初中生堅(jiān)毅能顯著預(yù)測自我調(diào)節(jié)學(xué)習(xí)能力。(5)初中生自我調(diào)節(jié)學(xué)習(xí)在堅(jiān)毅與學(xué)業(yè)成績之間中介作用顯著�？傊�,初中生堅(jiān)毅與自我調(diào)節(jié)學(xué)習(xí)水平都處于中等程度,且存在顯著的年級(jí)差異和家庭教養(yǎng)方式差異,堅(jiān)毅、自我調(diào)節(jié)學(xué)習(xí)及學(xué)業(yè)成績這三者存在密切關(guān)系。其中,自我調(diào)節(jié)學(xué)習(xí)在堅(jiān)毅與學(xué)業(yè)成績之間起完全中介作用。
[Abstract]:Perseverance refers to persistent enthusiasm and persistence in the face of long-term goals. Research has shown that perseverance is closely related to academic achievement, perseverance can predict academic achievement. Self-regulated learning has a significant impact on academic achievement. Therefore, this study aims to explore the relationship between perseverance and academic achievement. Study the applicability of "the Chinese version" (Chinese version) and the self-regulated learning scale (Chinese version), and then verify its applicability, and then collect the students' academic performance, and take these three as research tools to study the random sampling of junior high school students in Nanchang. After data processing and discussion and analysis, the results show that (1) the perseverance water of junior high school students At the middle level, the gender differences of perseverance are not significant; perseverance has very significant grade differences. The specific performance is: the level of perseverance decreases with the rise of grade; the difference of tenacity is not significant; the difference in the way of family upbringing is remarkable, specifically, the type of democratic type of junior high school students with family rearing style is more than the laissez faire and the special. (2) the level of self-regulated learning in junior middle school students is at a moderate slightly higher level. The gender differences of self-regulated learning are not significant, but there are significant grade differences. The basic trend is the tendency of self-regulated learning ability to increase with the increase of grade. There was no significant difference in ground difference, and there was a significant difference in self-regulated learning in the way of family upbringing, specific as: the junior middle school students with family rearing style were higher than the laissez faire and autocratic self-regulated learning. (3) the junior middle school students' perseverance, self-regulated learning and academic achievement were 22 significant. Degree positive correlation, persistence has a significant positive correlation with all factors of self-regulated learning. Academic achievement has a significant positive correlation with perseverance. Academic achievement has a significant positive correlation with self-regulated learning and a higher correlation. (4) junior middle school students' perseverance and self-regulated learning can predict their academic performance. (5) junior middle school students' self-regulated learning has a significant intermediary role between perseverance and academic achievement. In a word, junior middle school students' perseverance and self-regulated learning level are in the middle degree, and there are significant grade differences and family parenting styles, and perseverance, self-regulated learning and academic performance are closely related. Among them, the self-regulated learning and academic achievement are closely related. Regulated learning plays a complete mediating role between perseverance and academic achievement.
【學(xué)位授予單位】：南昌大學(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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