【摘要】：目的:本研究旨在探索少數(shù)民族中學(xué)生學(xué)習(xí)壓力的心理結(jié)構(gòu)，通過編制少數(shù)民族中學(xué)生學(xué)習(xí)壓力問卷，為測(cè)評(píng)少數(shù)民族中學(xué)生學(xué)習(xí)壓力提供工具，探討學(xué)習(xí)壓力和應(yīng)對(duì)方式的關(guān)系。方法：在理論構(gòu)想的基礎(chǔ)上，根據(jù)開放式問卷調(diào)查結(jié)果和前人相關(guān)研究，構(gòu)建少數(shù)民族中學(xué)生學(xué)習(xí)壓力的理論框架，初步確定少數(shù)民族中學(xué)生學(xué)習(xí)壓力的結(jié)構(gòu)和量表題項(xiàng)。使用spss17.0軟件對(duì)所得數(shù)據(jù)進(jìn)行探索性因素分析、驗(yàn)證性因素分析及信效度檢驗(yàn)，，編制少數(shù)民族中學(xué)生學(xué)習(xí)壓力問卷。對(duì)學(xué)習(xí)壓力和應(yīng)對(duì)方式進(jìn)行方差分析和相關(guān)分析。結(jié)果：少數(shù)民族中學(xué)生學(xué)習(xí)壓力的結(jié)構(gòu)由2個(gè)維度、11個(gè)因素構(gòu)成，分別為：自我期待、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)、沉溺網(wǎng)絡(luò)、心理不適、生理癥狀、心理承受力、人際交往、抑郁傾向。少數(shù)民族中學(xué)生學(xué)習(xí)壓力量表最終由53題項(xiàng)構(gòu)成，具有良好的信效度，可以作為評(píng)估少數(shù)民族中學(xué)生學(xué)習(xí)壓力的工具。應(yīng)對(duì)方式在少數(shù)民族中學(xué)生的性別、民族、是否獨(dú)生、家庭居住地和家庭經(jīng)濟(jì)水平上均不存在顯著差異，在年級(jí)變量上存在顯著差異。學(xué)習(xí)壓力總分與指向問題應(yīng)對(duì)、指向情緒應(yīng)對(duì)不存在顯著相關(guān)。壓力來源和指向問題應(yīng)對(duì)不存在顯著相關(guān)，和指向情緒應(yīng)對(duì)存在顯著相關(guān)。
[Abstract]:Objective: the purpose of this study was to explore the psychological structure of learning stress of minority middle school students, and to provide a tool for evaluating the learning stress of minority middle school students by compiling a questionnaire on learning stress of minority middle school students. To explore the relationship between learning stress and coping style. Methods: on the basis of theoretical conception, according to the results of open questionnaire survey and previous relevant studies, the theoretical framework of learning stress of minority middle school students was constructed, and the structure and scale items of learning stress of minority middle school students were preliminarily determined. Spss17.0 software was used to analyze the data by exploratory factor analysis, confirmatory factor analysis and reliability and validity test, and a questionnaire on learning stress of minority middle school students was compiled. Variance analysis and correlation analysis were carried out on learning stress and coping style. Results: the structure of learning stress of minority middle school students was composed of 2 dimensions and 11 factors, which were self-expectation, academic prospect, learning environment, negative cognition and expectation of others, academic competition, indulging in network, psychological discomfort. Physical symptoms, psychological tolerance, interpersonal communication, depression tendency. The learning stress scale of minority middle school students is finally composed of 53 questions, which has good reliability and validity, and can be used as a tool to evaluate the learning stress of minority middle school students. There were no significant differences in coping styles among the gender, nationality, solitude, family residence and family economic level of minority middle school students, but there were significant differences in grade variables. There was no significant correlation between the total score of learning stress and pointing problem coping and pointing emotional coping. There was no significant correlation between the source of stress and the coping of pointing problem, but there was a significant correlation between the source of stress and the coping of pointing emotion.
【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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