本文選題：學(xué)習(xí)倦怠 + 自我效能感　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：倦怠普遍出現(xiàn)在職業(yè)中(馬斯拉奇,謝福爾和萊特,2001),隨著對職業(yè)倦怠現(xiàn)象的研究,謝福爾等研究人員發(fā)現(xiàn),倦怠現(xiàn)象同時也普遍存在于大學(xué)生中(2002)。近年來,國內(nèi)外研究人員發(fā)現(xiàn)高中生因為學(xué)業(yè)上的壓力等因素而產(chǎn)生學(xué)習(xí)倦怠。學(xué)習(xí)倦怠對高中生的發(fā)展以及社會的發(fā)展具有顯著性的影響,因此關(guān)于研究學(xué)生學(xué)習(xí)倦怠尤為重要。國內(nèi)外相關(guān)人員對學(xué)習(xí)倦怠現(xiàn)象展開了大量的研究。在對學(xué)習(xí)倦怠研究過程中,人們發(fā)現(xiàn)學(xué)生的學(xué)習(xí)倦怠程度和自我效能感具有密切的聯(lián)系。基于過去的研究,本次研究通過調(diào)查武漢某一普通中學(xué)學(xué)生的學(xué)習(xí)倦怠和自我效能感的現(xiàn)狀以及進(jìn)一步研究學(xué)習(xí)倦怠和自我效能感之間的相關(guān)性,從而分析,總結(jié)出影響學(xué)生學(xué)習(xí)倦怠的原因,以及采取相應(yīng)的措施。在研究中提出四個研究問題:1.當(dāng)前高中生英語學(xué)習(xí)倦怠的現(xiàn)狀如何?2.當(dāng)前高中生自我效能感狀況是如何?3.高中生英語學(xué)習(xí)倦怠和自我效能感之間是什么關(guān)系?4.高中生學(xué)習(xí)倦怠的原因?本次研究基于前人對高中生學(xué)習(xí)倦怠和學(xué)業(yè)自我效能感現(xiàn)狀的研究,進(jìn)一步探討這一現(xiàn)狀。本次研究的對象是武漢大學(xué)附屬中學(xué)的高二年級學(xué)生,從中隨機抽取了三個班(一班,四班和五班),一共133人,其中男生88人,女生45人。年齡范圍是15到16歲。在本次研究中用到的研究工具是:胡俏的中學(xué)生學(xué)習(xí)倦怠表(2007),分為四個維度:低效能感,師生疏離,情感倦怠和生理倦怠。一共22個項目;梁宇頌的中學(xué)生自我效能感問卷(2002):該問卷分為兩個維度:學(xué)習(xí)行為和學(xué)習(xí)能力,一共22個項目。兩個問卷的信度分別是.898和.923具有良好的信度。同時在每個班隨機選取5名同學(xué)進(jìn)行10至15分鐘的訪談,針對問卷中出現(xiàn)的問題,以及對每個班級同學(xué)的英語學(xué)習(xí)倦怠和學(xué)習(xí)自我效能感狀況進(jìn)行調(diào)查。同時調(diào)查關(guān)于學(xué)生出現(xiàn)學(xué)習(xí)倦怠存在的原因。研究結(jié)果:1.學(xué)習(xí)倦怠普遍存在于高中生中,且處于中等程度。其中情感倦怠顯著突出。2.在學(xué)習(xí)倦怠中,性別上沒有顯著性差異,在各班級中,情感倦怠就有顯著性差異。3.中學(xué)生的自我效能感處于中等偏上水平。4.在自我效能感中,性別上沒有顯著性差異,在各班級中,具有顯著性差異。5.英語學(xué)習(xí)倦怠和自我效能感具有顯著性的負(fù)相關(guān)。6.高中生出現(xiàn)學(xué)習(xí)倦怠主要是因為學(xué)習(xí)壓力大,學(xué)業(yè)繁重,父母和教師期望過高,自身學(xué)習(xí)方式方法不正確以及過度的心里耗竭等因素。最后,基于研究結(jié)果和教學(xué)理論,提出一些有效的教育措施來幫助高中生減少英語學(xué)習(xí)倦怠和自我效能感的培養(yǎng)和提高。例如:學(xué)校的相關(guān)行政人員,老師給學(xué)生提供學(xué)習(xí)和生活上的幫助;提高學(xué)生的自我效能感;和教師建立良好的師生關(guān)系
[Abstract]:Burnout is commonly found in occupations (Maslach, Shepherd and Wright). With the study of the phenomenon of job burnout, Scheffer and other researchers found that the phenomenon of burnout also exists in college students in 2002.In recent years, researchers at home and abroad have found that high school students suffer from learning burnout due to academic stress.Learning burnout has a significant impact on the development of high school students and social development, so it is particularly important to study students' learning burnout.There are a lot of researches on the phenomenon of learning burnout at home and abroad.In the study of learning burnout, it is found that students' degree of learning burnout is closely related to their sense of self-efficacy.Based on past studies, this study investigated the current situation of learning burnout and self-efficacy of students in a middle school in Wuhan, and further studied the correlation between learning burnout and self-efficacy, so as to analyze the relationship between learning burnout and self-efficacy.This paper summarizes the reasons that affect the students' learning burnout, and takes corresponding measures.Put forward four research questions in the research: 1.What is the current situation of English learning burnout in senior high school students?How does current high school student self-efficacy feel condition is 3. 5%.What is the relationship between English learning burnout and self-efficacy in high school students?The reasons for Senior High School students' Learning Burnout?This study is based on previous studies on learning burnout and academic self-efficacy of high school students.The subjects of this study are the sophomores from the affiliated Middle School of Wuhan University. Three classes (Class one, Class four and Class five) were randomly selected from the middle school, with a total of 133 students, of whom 88 were boys and 45 were girls.The age range is 15 to 16.The research tools used in this study are: Hu Qiao's Learning Burnout Table 2007, which is divided into four dimensions: low efficacy, alienation between teachers and students, emotional burnout and physiological burnout.The questionnaire is divided into two dimensions: learning behavior and learning ability.The reliability of the two questionnaires was. 898 and. 923, respectively.At the same time, 5 students in each class were randomly selected for 10 to 15 minutes of interviews, and the questions in the questionnaire, as well as the English learning burnout and learning self-efficacy of each class were investigated.At the same time, the reasons of students' learning burnout were investigated.The result of the study was: 1.Learning burnout generally exists in high school students and is in the middle degree.Among them, emotional burnout is prominent. 2.In learning burnout, there is no significant difference in gender, in each class, there is significant difference in emotional burnout. 3.Middle school students' sense of self-efficacy is at the middle and upper level. 4.In the sense of self-efficacy, there is no significant difference in gender, in each class, there is a significant difference. 5.There is a significant negative correlation between English learning burnout and self-efficacy.The main causes of high school students' learning burnout are heavy learning pressure, heavy study, high expectations of parents and teachers, incorrect learning methods and excessive mental exhaustion.Finally, based on the research results and teaching theory, some effective educational measures are proposed to help senior high school students to reduce their English learning burnout and self-efficacy.For example: school administrators, teachers to provide students with learning and life help; improve students' sense of self-efficacy; and teachers to establish a good relationship between teachers and students
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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