本文關鍵詞： Burnett自我對話問卷 自我對話 學業(yè)自我概念 自尊　出處：《西北師范大學》2012年碩士論文　論文類型：學位論文

【摘要】：初中生學習任務繁重，心理壓力大，對待學習能力有自己獨特的態(tài)度，反映在關于學習的自我對話中，可以看出學生是否經(jīng)常的把自己當做認識的客體及其學習態(tài)度是積極的還是消極的。不同效價的自我對話對學生的學業(yè)自我概念和自尊有不同的影響。選取針對學習中的自我對話調(diào)查問卷進行修訂，以探討初中生自我對話的特點、自我對話與學業(yè)自我概念和自尊的關系，以及如何通過改變學生自我對話的習慣和效價，更好的幫助學生成為積極的學習者。 在三所學校隨機抽取被試，修訂了國外的自我對話問卷。其次，采用問卷調(diào)查了初中生的自我對話、學業(yè)自我概念和自尊。使用方差分析、相關及回歸等統(tǒng)計方法分析了初中生的自我對話、學業(yè)自我概念和自尊的一般情況；快班和慢班學生的自我對話、學業(yè)自我概念和自尊的差異；自我對話與學業(yè)自我概念和自尊的關系；不同效價的自我對話和自尊對學業(yè)自我概念的預測力。 綜合研究的結果，得出以下結論： （1）修訂的自我對話問卷有良好的信度和效度，可以用來測量中學生關于學業(yè)的自我對話的效價和頻率，也證實了自我對話的兩維模型。 （2）八年級男生由于對自我評價不穩(wěn)定、學習和社會壓力增大等原因，其消極的自我對話最多，九年級時學生對自我的認識趨于穩(wěn)定，，消極的自我對話再次減少。女生的消極的自我對話在年級上的差異不顯著。男生和女生積極的自我對話都不存在年級上的差異。 （3）初中男生和女生積極的自我對話的使用頻率相當，且各個年級的積極的自我對話的使用頻率也相當。七年級學生的消極的自我對話顯著的少于八年級學生的消極的自我對話；消極的自我對話在性別上不存在顯著差異。 （4）受入學時過度積極的自我評價、學業(yè)壓力、社會壓力的影響，學生在八年級時學業(yè)自我概念表現(xiàn)出下降的趨勢。學業(yè)自我概念不存在性別上的顯著差異。 （5）七年級的學生受成功入學的情緒影響，表現(xiàn)出高的狀態(tài)自尊。八年級和九年級學生的認知能力更加成熟，自我價值感有顯著的下降。九年級男生因為數(shù)學和空間認知能力的優(yōu)勢，其自尊高于女生的自尊。 （6）學業(yè)自我概念對積極的自我對話有正相關，和消極的自我對話有負相關。 （7）自尊和自我對話對學業(yè)自我概念的預測力由大到小依次是消極的自我對話、自尊和積極的自我對話。
[Abstract]:Junior high school students have their own unique attitude towards learning ability, which is reflected in the self-dialogue about learning. It can be seen whether the students often regard themselves as the object of cognition and whether their learning attitude is positive or negative. Different self-dialogues have different effects on students' academic self-concept and self-esteem. The self-dialogue questionnaire in learning is revised. In order to explore the characteristics of self-dialogue among junior high school students, the relationship between self-dialogue and academic self-concept and self-esteem, and how to help students become active learners by changing the habit and titer of self-dialogue. Subjects were randomly selected in three schools to revise the questionnaire of self-dialogue in foreign countries. Secondly, self-dialogue, academic self-concept and self-esteem of junior high school students were investigated by using ANOVA. Correlation and regression statistical methods were used to analyze the general situation of self-dialogue, academic self-concept and self-esteem of junior high school students. The self-dialogue between the fast class and the slow class, the difference of academic self-concept and self-esteem; The relationship between self-dialogue and academic self-concept and self-esteem; Prediction of academic self-concept by self-dialogue and self-esteem with different potency. Based on the results of the study, the following conclusions are drawn: 1) the revised self-dialogue questionnaire has good reliability and validity, which can be used to measure the titer and frequency of self-dialogue in middle school students. It also confirms the two-dimensional model of self-dialogue. (2) because of the instability of self-evaluation, the increasing of learning and social pressure, the male students in Grade 8 had the most negative self-dialogue, and the self-cognition of the students in Grade 9 tended to be stable. Negative self-dialogue is reduced again. There is no significant difference in the grade of negative self-dialogue between girls and boys. There is no difference in grade between boys and girls in positive self-dialogue. (3) male and female students in junior high school use the same frequency of active self-dialogue. The use frequency of positive self-dialogue in each grade is also equal. The negative self-dialogue of the seventh grade students is significantly less than that of the eighth grade students; There is no significant gender difference in negative self-dialogue. (4) influenced by excessive positive self-evaluation, academic pressure and social pressure. Students' academic self-concept showed a downward trend in grade eight, and there was no significant gender difference in academic self-concept. (5) students in Grade 7 were influenced by the emotion of successful entrance and showed high state self-esteem. The cognitive ability of students in Grade 8 and Grade 9 was more mature. There was a significant decline in self-worth. Due to the advantages of mathematics and spatial cognitive ability, the self-esteem of boys in Grade 9 was higher than that of girls. 6) academic self-concept has positive correlation with positive self-dialogue and negative correlation with negative self-dialogue. 7) the predictive power of self-esteem and self-dialogue to academic self-concept is negative self-dialogue, self-esteem and positive self-dialogue.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：B844.2

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