本文選題：考試焦慮 + 父母教養(yǎng)方式��； 參考：《鄭州大學(xué)》2013年碩士論文

【摘要】：目的 了解高中生學(xué)習(xí)壓力,睡眠質(zhì)量和考試焦慮情況,考察在學(xué)期常態(tài)和臨考前兩種狀態(tài)下學(xué)生考試焦慮及睡眠質(zhì)量的差異,探討考試焦慮與父母教養(yǎng)方式、學(xué)習(xí)壓力及睡眠質(zhì)量的關(guān)系,以深化考試焦慮的研究。方法 采用現(xiàn)場(chǎng)自評(píng)式問(wèn)卷調(diào)查的方法,學(xué)期初調(diào)查時(shí)間在下半學(xué)年開(kāi)學(xué)后三周,內(nèi)容包括基本情況、家庭情況、父母教養(yǎng)方式、學(xué)習(xí)壓力情況、睡眠質(zhì)量情況及考試焦慮情況。學(xué)期末調(diào)查時(shí)間在考前一周,內(nèi)容包括睡眠質(zhì)量情況和考試焦慮情況。 采用EpiData和SPSS12.0錄入數(shù)據(jù),用SPSS12.0對(duì)數(shù)據(jù)進(jìn)行處理和分析。結(jié)果 1調(diào)查對(duì)象共424名學(xué)生,平均年齡為(15.86±0.847)歲；其中男學(xué)生為189人(44.6%),女學(xué)生為235人(44.4%)。 2父親關(guān)懷評(píng)分為21.62±3.766,父親鼓勵(lì)自主評(píng)分為11.02±2.689,父親控制評(píng)分為5.23±2.196；母親關(guān)懷評(píng)分為25.2±3.996,母親鼓勵(lì)自主評(píng)分為11.92±3.540,母親控制評(píng)分為5.47±2.378。 3學(xué)期初調(diào)查學(xué)生的睡眠質(zhì)量總分為5.69±2.347分,考試焦慮總分為19.70±6.618分,學(xué)期末調(diào)查學(xué)生的睡眠質(zhì)量總分為5.52±2.464分,考試焦慮總分為20.05±6.425分。 4不同類型班級(jí)學(xué)生在父母教養(yǎng)方式、學(xué)習(xí)壓力、睡眠質(zhì)量及考試焦慮等方面的評(píng)分有差異,差異有統(tǒng)計(jì)學(xué)意義(P0.05)。 5考試焦慮評(píng)分與父母教養(yǎng)方式、學(xué)習(xí)壓力和睡眠質(zhì)量評(píng)分相關(guān)性顯著,具有統(tǒng)計(jì)學(xué)意義(P0.05)。 結(jié)論 1高中生的學(xué)習(xí)壓力較大,睡眠質(zhì)量總體情況較差,考試焦慮狀況比較嚴(yán)重,不容忽視。 2重點(diǎn)班高中生的學(xué)習(xí)壓力比普通班高中生更為繁重,睡眠質(zhì)量不如普通班高中生,考試焦慮水平高于普通班高中生。 3高中生考前睡眠質(zhì)量和考試焦慮的評(píng)分與平時(shí)狀態(tài)下的評(píng)分無(wú)顯著差異。 4高中生的考試焦慮與父母教養(yǎng)方式、學(xué)習(xí)壓力和睡眠質(zhì)量顯著相關(guān)。 5母親關(guān)懷對(duì)考試焦慮評(píng)分的起負(fù)向預(yù)測(cè)作用,而母親控制、學(xué)業(yè)壓力、功課壓力、教師壓力與睡眠質(zhì)量評(píng)分對(duì)考試焦慮評(píng)分起正向預(yù)測(cè)作用。
[Abstract]:PurposeTo understand the learning stress, sleep quality and test anxiety of senior high school students, to investigate the differences of test anxiety and sleep quality between the normal state of the semester and those before the test, and to explore the relationship between test anxiety and parental rearing.The relationship between learning stress and sleep quality in order to deepen the study of test anxiety.MethodThe investigation was conducted three weeks after the beginning of the second half of the school year. The contents included basic situation, family situation, parental rearing style, learning stress, sleep quality and test anxiety.The end of the semester was a week before the exam and included sleep quality and test anxiety.EpiData and SPSS12.0 were used to input data and SPSS12.0 was used to process and analyze the data.Result1 A total of 424 students were investigated, with an average age of 15.86 鹵0.847 years, of which 189 were male students and 44.6 were male students and 235 female students.2Father care score was 21.62 鹵3.766, father encouragement autonomy score was 11.02 鹵2.689, father control score was 5.23 鹵2.196, maternal care score was 25.2 鹵3.996, mother-encouraged autonomy score was 11.92 鹵3.540, and mother-control score was 5.47 鹵2.378.The total score of sleep quality, test anxiety and test anxiety were 5.69 鹵2.347, 19.70 鹵6.618, 5.52 鹵2.464 and 20.05 鹵6.425 respectively.(4) the scores of parents' upbringing style, learning pressure, sleep quality and test anxiety were different among different class students, and the difference was statistically significant (P 0.05).(5) there was a significant correlation between test anxiety score and parental rearing style, learning stress and sleep quality score, which was statistically significant (P 0.05).Conclusion1 the high school students' study stress, sleep quality and test anxiety are more serious and can not be ignored.2High school students in key classes have more heavy learning pressure than those in ordinary classes, and their sleep quality is not as good as that in ordinary classes, and the level of test anxiety is higher than that of ordinary high school students.3There was no significant difference between the scores of sleep quality and test anxiety of senior high school students before examination and that of normal state.4 the test anxiety of high school students was significantly correlated with parental rearing style, learning stress and sleep quality.5Maternal care plays a negative role in predicting test anxiety scores, while mother control, academic stress, homework stress, teacher stress and sleep quality score play a positive role in predicting test anxiety scores.
【學(xué)位授予單位】：鄭州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：R179

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本文編號(hào)：1761377