本文選題：小學(xué)生 + 入學(xué)適應(yīng)��； 參考：《沈陽師范大學(xué)》2017年碩士論文

【摘要】：兒童從學(xué)齡前轉(zhuǎn)入學(xué)齡期,入學(xué)適應(yīng),是兒童成長(zhǎng)發(fā)展的關(guān)鍵轉(zhuǎn)折點(diǎn)。入學(xué)能否適應(yīng)是兒童在未來學(xué)校生活中是否順利的基礎(chǔ),也是這一時(shí)期父母和孩子們最重要的任務(wù)。父母的養(yǎng)育態(tài)度及養(yǎng)育關(guān)系,是影響小學(xué)生適應(yīng)學(xué)習(xí)生活變化不可忽視的因素。本研究以6-8歲兒童以及他們的父母為被試,自編小學(xué)生入學(xué)適應(yīng)問卷,分析了小學(xué)生入學(xué)適應(yīng)的現(xiàn)狀及特點(diǎn)。并在此基礎(chǔ)上采用自編問卷和修訂的父母共同養(yǎng)育關(guān)系量表,探討了父母共同養(yǎng)育與小學(xué)生入學(xué)適應(yīng)之間的關(guān)系及影響,得出以下主要結(jié)論:(1)小學(xué)生入學(xué)適應(yīng)整體處于中等水平,認(rèn)知準(zhǔn)備的得分最高,學(xué)習(xí)品質(zhì)的得分最低。除認(rèn)知準(zhǔn)備外,小學(xué)生入學(xué)適應(yīng)其余各方面均未達(dá)到平均水平。(2)小學(xué)生入學(xué)適應(yīng)的社會(huì)技能和學(xué)習(xí)品質(zhì)存在顯著的性別差異(P0.05),女生在社會(huì)技能和學(xué)習(xí)品質(zhì)上的得分均顯著高于男生,男生和女生在人際關(guān)系和認(rèn)知準(zhǔn)備方面的得分差異不顯著(P0.05);小學(xué)生入學(xué)適應(yīng)的社會(huì)技能、認(rèn)知準(zhǔn)備和學(xué)習(xí)品質(zhì)在年齡上存在顯著差異(P0.05),年齡越大,社會(huì)技能、認(rèn)知準(zhǔn)備和學(xué)習(xí)品質(zhì)的得分越高;但是性別和年齡兩者之間沒有顯著的交互作用(P0.05)。(3)小學(xué)生入學(xué)適應(yīng)與父母共同養(yǎng)育的相關(guān)分析結(jié)果顯示,母親在父母共同養(yǎng)育中各因素及總分與小學(xué)生入學(xué)適應(yīng)各因素及總分都顯著相關(guān)(P0.01);父親在父母共同養(yǎng)育中除養(yǎng)育分工因素外,其他各因素及總分與小學(xué)生入學(xué)適應(yīng)顯著相關(guān)(P0.01);(4)回歸分析結(jié)果顯示,母親在共同養(yǎng)育中,養(yǎng)育一致、養(yǎng)育支持、養(yǎng)育沖突和養(yǎng)育破壞四個(gè)因素均進(jìn)入了回歸方程,對(duì)小學(xué)生入學(xué)適應(yīng)具有顯著的預(yù)測(cè)作用(P0.05),具體的預(yù)測(cè)效應(yīng)不同;父親在共同養(yǎng)育中,養(yǎng)育一致、養(yǎng)育認(rèn)可、養(yǎng)育沖突和養(yǎng)育破壞四個(gè)因素均進(jìn)入了回歸方程,對(duì)小學(xué)生的入學(xué)適應(yīng)具有顯著的作用(P0.05),具體的預(yù)測(cè)效應(yīng)不同;(5)編制的《小學(xué)生入學(xué)適應(yīng)問卷》信效度較好;(6)修訂的《父母共同養(yǎng)育量表》有較好的信效度。
[Abstract]:The key turning point for children's growth and development is the transition of children from preschool to school age. It is the most important task for parents and children to adapt to school in the future. Parental rearing attitude and parenting relationship are factors that can not be ignored to influence pupils' adaptation to the changes of learning life. In this study, children aged 6 to 8 years old and their parents were chosen as subjects, and the present situation and characteristics of primary school students' admission adaptation were analyzed. On the basis of this, the relationship and influence between parents' co-rearing and primary school students' school entrance adjustment were discussed by using self-made questionnaire and revised parental rearing relationship scale. The main conclusions are as follows: (1) Primary school students' admission adaptation is at the middle level, the score of cognitive preparation is the highest, and the score of learning quality is the lowest. In addition to cognitive preparation, (2) there were significant gender differences in social skills and learning quality of primary school students, and the scores of girls in social skills and learning quality were significantly higher than those of boys. There was no significant difference in the scores of interpersonal relationship and cognitive preparation between boys and girls (P 0.05). There were significant differences in social skills, cognitive preparation and learning quality of primary school students in terms of age. The older the age, the more social skills. The scores of cognitive preparation and learning quality were higher, but there was no significant interaction between gender and age. The factors and total scores of mother's co-rearing were significantly correlated with the factors and total scores of primary school students' adjustment to school, and the father's factors except the factors of parental division of labor in the joint parental rearing were significantly related to the factors and total scores of primary school students' admission to school. Other factors and total scores were significantly correlated with primary school entrance adaptation (P 0.01). The results of regression analysis showed that the four factors of mother's co-rearing, including parental consistency, parenting support, parenting conflict and parenting destruction, all entered the regression equation. There were significant predictive effects on primary school students' school entrance adaptation (P0.05), and the specific predictive effects were different. The four factors of father's co-rearing, including parental consistency, parental approval, parenting conflict and parenting destruction, all entered the regression equation. There were significant effects on primary school students' school entrance adaptation (P0.05, with different predictive effects). The questionnaire for Primary School admission adaptation was better in reliability and validity. 6) the revised "Parental Common rearing scale" had a better reliability and validity.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李曉巍;謝娟;宋雅婷;;祖輩-父輩共同養(yǎng)育的特點(diǎn)及其與母親養(yǎng)育壓力、幼兒?jiǎn)栴}行為的關(guān)系[J];中國(guó)特殊教育;2016年04期

2 陳福美;苑春永;張彩;黎亞軍;王耘;;母親抑郁、父母沖突與幼兒?jiǎn)栴}行為:有調(diào)節(jié)的中介效應(yīng)[J];中國(guó)臨床心理學(xué)雜志;2015年06期

3 盧富榮;王俠;李杜芳;王耘;;小學(xué)生學(xué)校適應(yīng)的發(fā)展特點(diǎn)及其與父母教養(yǎng)方式關(guān)系的研究[J];心理發(fā)展與教育;2015年05期

4 劉暢;伍新春;;協(xié)同教養(yǎng)的研究緣起、結(jié)構(gòu)與評(píng)估[J];中國(guó)臨床心理學(xué)雜志;2015年01期

5 劉暢;伍新春;陳玲玲;;父母協(xié)同教養(yǎng)問卷中文版的修訂及其信效度檢驗(yàn)[J];中國(guó)臨床心理學(xué)雜志;2014年04期

6 王爭(zhēng)艷;程南華;;共同養(yǎng)育研究及對(duì)兒童適應(yīng)的影響[J];心理科學(xué)進(jìn)展;2014年06期

7 陳玲玲;伍新春;劉暢;;父母的婚姻滿意度對(duì)父親教養(yǎng)投入的影響:父母協(xié)同教養(yǎng)的中介作用[J];心理發(fā)展與教育;2014年03期

8 紀(jì)林芹;魏星;陳亮;張文新;;童年晚期同伴關(guān)系不利與兒童的攻擊行為:自我概念與同伴信念的中介作用[J];心理學(xué)報(bào);2012年11期

9 錢志亮;諶小猛;;北京城鄉(xiāng)兒童入學(xué)成熟水平的比較研究[J];教育學(xué)報(bào);2011年03期

10 張嬋;蓋笑松;;中小學(xué)生學(xué)校適應(yīng)的理論模型與反思[J];東北師大學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2011年03期

相關(guān)博士學(xué)位論文 前3條

1 于濤;小學(xué)低年級(jí)學(xué)生學(xué)校適應(yīng)早期預(yù)測(cè)因素和保護(hù)性因素研究[D];東北師范大學(xué);2014年

2 李大維;學(xué)前教育經(jīng)歷、家庭環(huán)境特點(diǎn)與小學(xué)生學(xué)校適應(yīng)的關(guān)系[D];東北師范大學(xué);2013年

3 鄒萍;父母共同養(yǎng)育行為及其對(duì)小學(xué)生人格發(fā)展的影響[D];遼寧師范大學(xué);2007年

相關(guān)碩士學(xué)位論文 前8條

1 潘瑞鋒;共同養(yǎng)育的發(fā)展變化對(duì)嬰兒行為問題的影響：6-24個(gè)月的追蹤[D];首都師范大學(xué);2013年

2 于濤;兒童入學(xué)準(zhǔn)備狀態(tài)家長(zhǎng)評(píng)價(jià)問卷的編制[D];東北師范大學(xué);2011年

3 冷珊;父母共同養(yǎng)育、幼兒氣質(zhì)與幼兒人格的相關(guān)研究[D];遼寧師范大學(xué);2010年

4 白波燕;小學(xué)生入學(xué)適應(yīng)及干預(yù)研究[D];河南大學(xué);2010年

5 呂正欣;兒童入學(xué)準(zhǔn)備發(fā)展水平對(duì)其學(xué)校適應(yīng)狀況的預(yù)測(cè)[D];東北師范大學(xué);2008年

6 趙春蕓;企業(yè)學(xué)校小學(xué)一年級(jí)新生適應(yīng)學(xué)校生活情況的現(xiàn)狀調(diào)查及對(duì)策研究[D];西北師范大學(xué);2005年

7 唐浪;學(xué)生學(xué)校適應(yīng)評(píng)定量表的修訂[D];華中師范大學(xué);2004年

8 馬世棟;高中生同伴競(jìng)爭(zhēng)人際適應(yīng)問題及其教育干預(yù)研究[D];西南師范大學(xué);2002年

，

本文編號(hào)：1924447