本文選題：量表　切入點：主觀幸福感　出處：《中央民族大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著人們生活水平的逐漸提高,很多人從追求物質(zhì)世界的滿足發(fā)展為追求精神世界的滿足,幸福感一度成為人們提及最多的詞匯。與此同時,與主觀幸福感有關(guān)的研究也受到越來越多人們的關(guān)注。但是,國內(nèi)對中學(xué)生尤其是高一學(xué)生主觀幸福感的研究非常少,主觀幸福感對數(shù)學(xué)學(xué)習(xí)成績影響的研究更少。本文選取了 Opdenakker 和 VanDamme 開發(fā)的 Loso-well-being 量表(包含61個項目,八個維度:師生關(guān)系、課堂注意力、對學(xué)校滿意度、學(xué)業(yè)自我概念、同伴關(guān)系、學(xué)習(xí)興趣、對待家庭作業(yè)的態(tài)度、學(xué)習(xí)動機),用以分析高一學(xué)生的主觀幸福感,并進一步分析其與數(shù)學(xué)學(xué)習(xí)成績的關(guān)系,以此得出主觀幸福感對數(shù)學(xué)學(xué)習(xí)成績的影響作用。本研究以江蘇某校高一年級187名學(xué)生(其中男生108名,女生79名)為研究對象,主要探究下面三個方問題:(1)高一學(xué)生主觀幸福感現(xiàn)狀如何?(2)高一學(xué)生主觀幸福感是否存在性別差異?(3)高一學(xué)生主觀幸福感對數(shù)學(xué)學(xué)習(xí)成績是否存在影響?如果存在,那么高一學(xué)生的主觀幸福感對數(shù)學(xué)學(xué)習(xí)成績有怎樣的影響?通過研究,本文主要得到如下結(jié)論:(1)高一學(xué)生整體的主觀幸福感處于一個相對較好的水平,大多數(shù)學(xué)生主觀幸福感的均值在3.53左右,主觀幸福感較高或較低的學(xué)生較少。(2)高一學(xué)生主觀幸福感在"學(xué)業(yè)自我概念"、"課堂注意力"和"對待家庭作業(yè)態(tài)度"三個維度的均值低于高一學(xué)生主觀幸福感整體的均值水平。(3)女生整體的主觀幸福感均值大于男生整體的主觀幸福感均值,尤其在"課堂注意力"和"對待家庭作業(yè)態(tài)度"兩個維度上具有顯著性性別差異。(4)高一學(xué)生主觀幸福感對數(shù)學(xué)學(xué)習(xí)成績存在影響作用,"學(xué)業(yè)自我概念"、"課堂注意力"、"師生關(guān)系"、"對學(xué)校滿意度"四個維度上對數(shù)學(xué)學(xué)習(xí)成績有積極的影響作用。通過分析高一學(xué)生主觀幸福感對數(shù)學(xué)學(xué)習(xí)成績的影響,有助于學(xué)生形成相對穩(wěn)定的情感認(rèn)知和體驗,能幫助學(xué)校和教師從學(xué)生情感發(fā)展方面了解影響數(shù)學(xué)學(xué)習(xí)成績的因素,從而幫助高一學(xué)生提高數(shù)學(xué)學(xué)習(xí)成績。
[Abstract]:With the gradual improvement of people's living standards, many people from the pursuit of the material world of satisfaction to the pursuit of the spiritual world of satisfaction, happiness once became the most mentioned words. At the same time, Research on subjective well-being has also attracted more and more attention. However, there are very few studies on subjective well-being among middle school students, especially senior high school students in China. The Loso-well-being scale developed by Opdenakker and VanDamme (including 61 items, eight dimensions: teacher-student relationship, classroom attention, school satisfaction, academic self-concept) was selected. Peer relationships, learning interests, attitudes towards homework, and learning motivation are used to analyze the subjective well-being of junior high school students, and to further analyze their relationship with math achievement. In this study, 187 senior high school students (108 boys and 79 girls) in a senior high school in Jiangsu province were studied. What is the current situation of subjective Well-being of Senior one students? (2) are there gender differences in subjective well-being of senior one students? (3) does the subjective Well-being of Senior one students have an effect on the Mathematics academic Achievement? If so, how does the subjective well-being of the senior high school students affect their mathematics achievement? Through the research, the main conclusions of this paper are as follows: 1) the overall subjective well-being of the first year students is at a relatively good level, and the average of the subjective well-being of most students is about 3.53. Students with higher or lower subjective well-being were less than those with higher subjective well-being.) the mean of subjective well-being in the three dimensions of "academic self-concept", "classroom attention" and "attitude towards homework" was lower than that of freshman students. The average body level of female students is higher than that of boys. (3) the average subjective well-being of female students is higher than that of boys. Especially in the two dimensions of "classroom attention" and "attitude towards homework", there is a significant gender difference.) the subjective well-being of senior one students has an effect on their mathematics achievement, "academic self-concept", "classroom attention", "classroom attention", "academic self-concept", "classroom attention", "academic self-concept", "classroom attention". "Power", "teacher-student relationship" and "school satisfaction" have positive effects on mathematics achievement. It is helpful for students to form a relatively stable emotional cognition and experience, to help schools and teachers to understand the factors that affect mathematics learning achievement from the aspect of students' emotional development, and thus to help senior one students to improve their mathematics learning achievement.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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