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

【摘要】：目的 了解高中生學習壓力,睡眠質(zhì)量和考試焦慮情況,考察在學期常態(tài)和臨考前兩種狀態(tài)下學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、學習壓力及睡眠質(zhì)量的關(guān)系,以深化考試焦慮的研究。方法 采用現(xiàn)場自評式問卷調(diào)查的方法,學期初調(diào)查時間在下半學年開學后三周,內(nèi)容包括基本情況、家庭情況、父母教養(yǎng)方式、學習壓力情況、睡眠質(zhì)量情況及考試焦慮情況。學期末調(diào)查時間在考前一周,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對數(shù)據(jù)進行處理和分析。結(jié)果 1調(diào)查對象共424名學生,平均年齡為(15.86±0.847)歲；其中男學生為189人(44.6%),女學生為235人(44.4%)。 2父親關(guān)懷評分為21.62±3.766,父親鼓勵自主評分為11.02±2.689,父親控制評分為5.23±2.196；母親關(guān)懷評分為25.2±3.996,母親鼓勵自主評分為11.92±3.540,母親控制評分為5.47±2.378。 3學期初調(diào)查學生的睡眠質(zhì)量總分為5.69±2.347分,考試焦慮總分為19.70±6.618分,學期末調(diào)查學生的睡眠質(zhì)量總分為5.52±2.464分,考試焦慮總分為20.05±6.425分。 4不同類型班級學生在父母教養(yǎng)方式、學習壓力、睡眠質(zhì)量及考試焦慮等方面的評分有差異,差異有統(tǒng)計學意義(P0.05)。 5考試焦慮評分與父母教養(yǎng)方式、學習壓力和睡眠質(zhì)量評分相關(guān)性顯著,具有統(tǒng)計學意義(P0.05)。 結(jié)論 1高中生的學習壓力較大,睡眠質(zhì)量總體情況較差,考試焦慮狀況比較嚴重,不容忽視。 2重點班高中生的學習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)量和考試焦慮的評分與平時狀態(tài)下的評分無顯著差異。 4高中生的考試焦慮與父母教養(yǎng)方式、學習壓力和睡眠質(zhì)量顯著相關(guān)。 5母親關(guān)懷對考試焦慮評分的起負向預測作用,而母親控制、學業(yè)壓力、功課壓力、教師壓力與睡眠質(zhì)量評分對考試焦慮評分起正向預測作用。
[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.
【學位授予單位】：鄭州大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：R179

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