本文選題：自尊 + 學(xué)業(yè)壓力��； 參考：《東北師范大學(xué)》2017年碩士論文

【摘要】：自尊是個(gè)體感知到的對(duì)自我能力與價(jià)值受到他人和社會(huì)認(rèn)可或承認(rèn)的需求,是人對(duì)尊重和價(jià)值的追求。自尊對(duì)人的行為具有驅(qū)動(dòng)作用。成就目標(biāo)是個(gè)體在與能力有關(guān)的情境中,對(duì)于與能力有關(guān)行為的目的的知覺(jué),是個(gè)體行為的目的。學(xué)業(yè)壓力是學(xué)生在學(xué)校中面對(duì)的主要壓力。關(guān)于自尊與成就目標(biāo)的關(guān)系研究較少,對(duì)影響兩者之間的關(guān)系的研究更少。大一是學(xué)生從中學(xué)生向大學(xué)生轉(zhuǎn)變的關(guān)鍵時(shí)期,對(duì)影響大一新生成就目標(biāo)的因素研究,有助于幫助大一新生制定合理的學(xué)習(xí)目標(biāo),提高自身能力,順利完成學(xué)業(yè)。本研究采用縱向追蹤的方法,對(duì)大一新生的自尊和學(xué)業(yè)壓力及其與成就目標(biāo)之間的關(guān)系進(jìn)行研究。結(jié)果發(fā)現(xiàn):(1)大一新生的整體自尊與掌握趨近目標(biāo)和成績(jī)趨近目標(biāo)顯著正相關(guān),與掌握避免目標(biāo)和成績(jī)避免目標(biāo)顯著負(fù)相關(guān);學(xué)業(yè)自尊與掌握趨近目標(biāo)和成績(jī)趨近目標(biāo)顯著正相關(guān),與成績(jī)避免目標(biāo)顯著負(fù)相關(guān)。學(xué)業(yè)壓力與掌握趨近目標(biāo)顯著負(fù)相關(guān),與掌握避免目標(biāo)和成績(jī)避免目標(biāo)顯著正相關(guān)。(2)大一新生學(xué)業(yè)壓力在T2時(shí)間點(diǎn)在整體自尊和掌握趨近目標(biāo)關(guān)系中起完全中介作用;在T1時(shí)間點(diǎn)在整體自尊與掌握避免目標(biāo)和成績(jī)避免目標(biāo)關(guān)系中起部分中介作用,在T2、T3時(shí)間點(diǎn)起完全中介作用;學(xué)業(yè)壓力在學(xué)業(yè)自尊與掌握避免目標(biāo)中起遮掩作用,在學(xué)業(yè)自尊與成績(jī)避免目標(biāo)中起完全中介作用。(3)對(duì)影響大一新生的成就目標(biāo)的因素進(jìn)行交叉滯后分析發(fā)現(xiàn),當(dāng)前時(shí)間的學(xué)業(yè)自尊顯著正向預(yù)測(cè)當(dāng)前的掌握趨近目標(biāo);在T1、T2平時(shí)學(xué)習(xí)中學(xué)業(yè)自尊顯著預(yù)測(cè)成績(jī)趨近目標(biāo);當(dāng)前的學(xué)業(yè)壓力顯著正向預(yù)測(cè)當(dāng)前的掌握避免目標(biāo);未發(fā)現(xiàn)對(duì)成績(jī)避免目標(biāo)具有穩(wěn)定預(yù)測(cè)效應(yīng)的變量,在T1、T2平時(shí)學(xué)習(xí)中學(xué)業(yè)自尊能夠預(yù)測(cè)當(dāng)前時(shí)間點(diǎn)的學(xué)業(yè)壓力,在T3備考時(shí),整體自尊預(yù)測(cè)當(dāng)前時(shí)間點(diǎn)的學(xué)業(yè)壓力。學(xué)業(yè)自尊與學(xué)業(yè)壓力對(duì)成就目標(biāo)的影響都是同時(shí)性的。(4)內(nèi)隱自尊與成就目標(biāo)無(wú)顯著相關(guān)。
[Abstract]:Self-esteem is the individual's perceived need for self-ability and value to be recognized or recognized by others and the society. It is the pursuit of respect and value. Self-esteem has a driving effect on human behavior. Achievement goal is the perception of the purpose of the ability-related behavior and the purpose of the individual behavior in the context of ability-related. Academic stress is the main pressure students face in school. There is less research on the relationship between self-esteem and achievement goals, and less on the relationship between self-esteem and achievement goals. Freshman is a key period for students to change from middle school students to college students. The study on the factors that affect the achievement goals of freshmen is helpful to help freshmen formulate reasonable learning goals, improve their own ability and successfully finish their studies. In this study, the relationship between self-esteem, academic stress and achievement goals of freshmen was studied by means of longitudinal tracing. The results showed that: (1) the overall self-esteem of freshmen was positively correlated with the approaching goal of mastery and achievement, and negatively correlated with the goal of mastery and avoidance of achievement; Academic self-esteem was significantly positively correlated with mastery approaching goal and achievement approach goal, and negatively correlated with achievement avoidance goal. Academic stress was significantly negatively correlated with mastery approaching goal, and positively correlated with mastery avoidance goal and achievement avoidance goal. (2) academic stress of freshmen played a complete intermediary role in the relationship between overall self-esteem and mastery approaching goal at T2 time point; At T1 time point, it plays a part intermediary role in the relationship between overall self-esteem and mastery, avoidance goal and achievement avoidance goal, and in T2T3 time point, academic stress plays an overshadowing role in academic self-esteem and mastering and avoiding goal, and at T _ 2T _ 3 time point, academic stress plays a role in concealing academic self-esteem and mastering and avoiding goal. It plays a complete intermediary role in academic self-esteem and achievement avoidance goal. (3) A cross-lag analysis of the factors affecting the achievement goals of freshmen found that academic self-esteem in the current time significantly positively predicted the current mastery approach goals; In T _ 1 / T _ 2 normal study, academic self-esteem significantly predicted achievement approaching goal; current academic stress significantly positively predicted current mastery and avoidance goal; No variables with stable predictive effect on achievement avoidance goal were found. Academic self-esteem can predict the academic pressure at the current time point in T _ 1 / T _ 2 learning, and the overall self-esteem can predict the academic pressure at the current time point in T3 preparation. The effects of academic self-esteem and academic stress on achievement goals were simultaneous. (4) implicit self-esteem had no significant correlation with achievement goals.
【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】：2017
【分類(lèi)號(hào)】：G444

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