【摘要】：關(guān)于中學(xué)生的學(xué)習(xí)動(dòng)機(jī)影響因素我們更多看到的是個(gè)體認(rèn)知上上如價(jià)值觀、預(yù)期、意志等的影響,然而不可否認(rèn)的是,在引發(fā)學(xué)生學(xué)習(xí)動(dòng)機(jī)的過(guò)程中,除了認(rèn)知因素外,學(xué)生還會(huì)受到情緒情感因素的影響。在學(xué)業(yè)過(guò)程中,學(xué)生會(huì)產(chǎn)生各種跟學(xué)業(yè)有關(guān)的情緒,比如積極情緒,像自豪、愉悅等,或者消極情緒,如內(nèi)疚、羞恥、憤怒、厭惡等;而這些情緒對(duì)于學(xué)生投身于學(xué)業(yè)的行為產(chǎn)生了循環(huán)往復(fù)的效果。所以我們不得不對(duì)此予以重視。而有學(xué)者研究發(fā)現(xiàn)學(xué)生情緒的產(chǎn)生和對(duì)其進(jìn)行的調(diào)控與學(xué)生個(gè)體的人格特點(diǎn)有一定的關(guān)系。本文作者根據(jù)前人的影響中學(xué)生學(xué)習(xí)動(dòng)機(jī)因素的文獻(xiàn),發(fā)現(xiàn)中學(xué)生的人格和羞恥感與學(xué)習(xí)動(dòng)機(jī)密切相關(guān),但是這三者之間的關(guān)系卻沒(méi)有更多的研究記載。因此,本研究旨在探討中學(xué)生內(nèi)在穩(wěn)定性人格、羞恥感對(duì)學(xué)習(xí)動(dòng)機(jī)的影響。本研究采用問(wèn)卷測(cè)量方式,對(duì)天津市西青區(qū)某一所初中和高中學(xué)生進(jìn)行了問(wèn)卷調(diào)查,其中初中生262名,高中生214名。研究中應(yīng)用SPSS統(tǒng)計(jì)軟件,利用溫忠麟及后人研究的中介效應(yīng)逐步分析法對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析,結(jié)果發(fā)現(xiàn):(1)羞恥感與人格顯著相關(guān)。人格中的內(nèi)外向和神經(jīng)質(zhì)與中學(xué)生羞恥感存在一定關(guān)系,外向型人格的中學(xué)生較之內(nèi)向型人格的中學(xué)生羞恥感得分低,神經(jīng)質(zhì)得分高的學(xué)生較之得分低的學(xué)生羞恥感得分較高。(2)羞恥感與學(xué)習(xí)動(dòng)機(jī)顯著相關(guān)。個(gè)性羞恥與任務(wù)的價(jià)值有明顯負(fù)相關(guān),個(gè)性羞恥、行為羞恥、能力羞恥和身體羞恥均與對(duì)學(xué)習(xí)控制的信念和測(cè)驗(yàn)焦慮明顯正相關(guān)。(3)人格與學(xué)習(xí)動(dòng)機(jī)顯著相關(guān)。任務(wù)的價(jià)值和對(duì)自己能力和把握作業(yè)的信心都與神經(jīng)質(zhì)明顯負(fù)相關(guān),與審慎性、宜人性、開(kāi)放性和外傾性均呈明顯正相關(guān)。測(cè)驗(yàn)焦慮與神經(jīng)質(zhì)明顯正相關(guān),即情緒越不穩(wěn)定的學(xué)生其考試焦慮也越高。測(cè)驗(yàn)焦慮與外傾性顯著負(fù)相關(guān)。(4)人格、羞恥感和學(xué)習(xí)動(dòng)機(jī)三者之間兩兩顯著相關(guān)。個(gè)性羞恥、任務(wù)的價(jià)值與外傾性之間互相顯著相關(guān);個(gè)性羞恥、測(cè)驗(yàn)焦慮與外傾性之間互相顯著相關(guān);能力羞恥、測(cè)驗(yàn)焦慮與外傾性之間互相顯著相關(guān);身體羞恥、測(cè)驗(yàn)焦慮與外傾性三者之間互相顯著相關(guān)。(5)中學(xué)生的羞恥感通過(guò)其外傾性對(duì)其學(xué)習(xí)動(dòng)機(jī)產(chǎn)生一定的影響。外傾性在個(gè)性羞恥對(duì)任務(wù)的價(jià)值之間起著完全中介效應(yīng),外傾性在身體羞恥對(duì)測(cè)驗(yàn)焦慮的影響過(guò)程中起著部分中介效應(yīng)。
[Abstract]:What we see more about the influencing factors of middle school students' learning motivation is the influence of individual cognition, such as values, expectations, will, etc. However, it is undeniable that in the process of triggering students' learning motivation, besides cognitive factors, Students are also affected by emotional and emotional factors. In the course of school, students develop a variety of academically related emotions, such as positive emotions, such as pride, pleasure, or negative emotions, such as guilt, shame, anger, disgust, and so on; These emotions have a circular effect on students' involvement in school. So we have to pay attention to this. Some scholars have found that the generation and regulation of students' emotions have certain relationship with the personality characteristics of students. According to the previous literature on the factors influencing the learning motivation of middle school students, the author finds that the personality and shame of middle school students are closely related to their learning motivation, but there is no more research record on the relationship between these three factors. Therefore, the purpose of this study is to explore the influence of intrinsic stable personality and shame on learning motivation of middle school students. A questionnaire survey was conducted among 262 junior high school students and 214 senior high school students in Xiqing district of Tianjin. In the study, SPSS statistical software was used to analyze the data by using the intermediary effect analysis method of Wen Zhonglin and his descendants. The results showed that: (1) shame was significantly correlated with personality. There is a certain relationship between introversion and neuroticism of personality and shame feeling of middle school students. The score of shame sense of middle school students with extroverted personality is lower than that with introverted personality. Students with high neuroticism score higher than those with lower scores. (2) shame was significantly correlated with learning motivation. Personality shame was negatively correlated with task value, and personality shame, behavioral shame, ability shame and physical shame were positively correlated with beliefs in learning control and test anxiety. (3) Personality was significantly correlated with learning motivation. The value of tasks and confidence in their own ability and ability to master work were negatively correlated with neuroticism, but positively correlated with prudence, humanity, openness and extroversion. There was a positive correlation between test anxiety and neuroticism, that is, the more unstable the students were, the higher the test anxiety was. Test anxiety was negatively correlated with extroversion. (4) Personality, shame and learning motivation were significantly correlated. Personality shame, task value and extroversion were significantly correlated, personality shame, test anxiety and extroversion were significantly correlated, ability shame, test anxiety and extroversion were significantly correlated. Physical shame, test anxiety and extroversion were significantly related to each other. (5) Middle school students' shame influenced their learning motivation through their extroversion. Extroversion plays a complete mediating effect between personality shame and task value, while extroversion plays a partial intermediary effect in the process of the influence of body shame on test anxiety.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B848

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