本文關(guān)鍵詞： 初中生 學(xué)業(yè)社會(huì)比較 學(xué)業(yè)自我效能感 學(xué)業(yè)壓力　出處：《東北師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：目前，中學(xué)生群體中廣泛存在著學(xué)業(yè)社會(huì)比較的現(xiàn)象，而中學(xué)生長(zhǎng)期處于學(xué)業(yè)社會(huì)比較的環(huán)境狀況下必然會(huì)產(chǎn)生一系列的問(wèn)題。鑒于此，，本研究以初中生為研究對(duì)象，為了了解學(xué)業(yè)社會(huì)比較取向、比較方向和比較結(jié)果的不同，個(gè)體的學(xué)業(yè)壓力程度如何，并探討學(xué)業(yè)自我效能感能否在學(xué)業(yè)社會(huì)比較與學(xué)業(yè)壓力二者關(guān)系之間起到中介調(diào)節(jié)的作用，通過(guò)對(duì)西盟一中的初中生以問(wèn)卷調(diào)查的方式，班級(jí)為單位集體施測(cè)的方法得到有效問(wèn)卷396份，應(yīng)用了相關(guān)分析和回歸分析的方法，對(duì)全體被試的學(xué)業(yè)社會(huì)比較、學(xué)業(yè)自我效能感、學(xué)業(yè)壓力之間的關(guān)系進(jìn)行了分析，研究結(jié)論如下： 1.整個(gè)初中階段，半數(shù)以上的初中生在學(xué)習(xí)的過(guò)程中都喜歡與同伴進(jìn)行比較，但在比較取向、比較方向和比較結(jié)果上呈現(xiàn)出差異性。 2.初中學(xué)生整體學(xué)業(yè)自我效能感不錯(cuò)，從差異比較上看，班干部非班干部，獨(dú)生子女非獨(dú)生子女，初二初一初三，整體學(xué)生的學(xué)業(yè)行為自我效能感稍高于學(xué)業(yè)能力自我效能感。 3.初中生的整體學(xué)業(yè)壓力比較大，尤其以期望壓力和競(jìng)爭(zhēng)壓力最大，其次是挫折壓力和任務(wù)要求壓力。從具體的差異分析來(lái)看，女生的學(xué)業(yè)壓力程度高于男生，班干部高于非班干部，獨(dú)生子女高于非獨(dú)生子女，且隨著年級(jí)的升高，學(xué)業(yè)壓力呈現(xiàn)出上升的趨勢(shì)。 4.學(xué)業(yè)社會(huì)比較與學(xué)業(yè)自我效能感存在顯著的正相關(guān)，學(xué)業(yè)社會(huì)比較與學(xué)業(yè)壓力存在顯著的正相關(guān)，而學(xué)業(yè)自我效能感與學(xué)業(yè)壓力存在顯著的負(fù)相關(guān)。其中，學(xué)業(yè)自我效能感在學(xué)業(yè)社會(huì)比較與學(xué)業(yè)壓力之間起到部分中介的作用，即：控制學(xué)業(yè)自我效能感之后，學(xué)業(yè)社會(huì)比較對(duì)學(xué)業(yè)壓力程度產(chǎn)生的影響可以得到減緩。
[Abstract]:At present, there is a widespread phenomenon of academic social comparison among middle school students, and a series of problems will inevitably arise under the environment of academic social comparison for a long time. In view of this, this study takes junior high school students as the research object. In order to understand the orientation of academic social comparison, the difference between the direction of comparison and the result of comparison, the degree of individual academic stress, And to explore whether academic self-efficacy can play an intermediary role in regulating the relationship between academic social comparison and academic pressure, through the questionnaire survey of junior high school students in Ximeng No. 1 Middle School. A total of 396 effective questionnaires were obtained by the method of collective testing in units. The correlation analysis and regression analysis were used to analyze the relationship among academic social comparison, academic self-efficacy and academic stress among all the subjects. The conclusions of the study are as follows:. 1. In the whole junior middle school, more than half of the junior middle school students like to compare with their peers in the process of learning, but there are differences in the orientation, direction and result of comparison. 2. The overall academic self-efficacy of junior high school students is good. From the difference comparison, the class cadres are non-class cadres, the only child is not the only child, and the junior high school students have a higher sense of self-efficacy in academic behavior than in academic ability. 3. The overall academic pressure of junior high school students is relatively high, especially expectation pressure and competition pressure, followed by frustration pressure and task requirement pressure. From the analysis of specific differences, the degree of academic stress of female students is higher than that of male students. The class cadre is higher than the non-class cadre, the only child is higher than the non-only child, and with the grade rising, the academic pressure shows an upward trend. 4. There is a significant positive correlation between academic social comparison and academic self-efficacy, a significant positive correlation between academic social comparison and academic stress, and a significant negative correlation between academic self-efficacy and academic stress. Academic self-efficacy plays a part of intermediary role between academic social comparison and academic stress, that is, after controlling academic self-efficacy, the impact of academic self-efficacy on academic stress degree can be alleviated.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G442


本文編號(hào)：1512561