本文選題：自尊 + 自我效能��； 參考：《山東師范大學(xué)》2009年碩士論文

【摘要】： 自我妨礙是指“在成就情境中,個(gè)體為了回避或降低因不佳表現(xiàn)所帶來(lái)的負(fù)面影響而采取的任何能夠增大將失敗原因外化機(jī)會(huì)的行動(dòng)和選擇”。學(xué)校是一種典型的成就情境,因此,國(guó)外很多學(xué)者研究了在學(xué)校中學(xué)生的學(xué)業(yè)自我妨礙策略,但國(guó)內(nèi)的研究還相對(duì)欠缺。在搜集資料的過(guò)程中,筆者發(fā)現(xiàn)國(guó)外對(duì)于自我妨礙的個(gè)體差異的研究集中于人格特質(zhì)和性別兩個(gè)方面,而人格特質(zhì)中關(guān)注最多的就是自尊。國(guó)內(nèi)學(xué)者毛晉平指出自尊與自我妨礙有極顯著的負(fù)相關(guān)。進(jìn)一步將自尊區(qū)分為積極與消極兩緯度時(shí),這種相關(guān)則主要存在于消極自尊中,且相關(guān)高,可很強(qiáng)的預(yù)測(cè)個(gè)體的學(xué)業(yè)自我妨礙,也是引發(fā)自我妨礙的最主要變量。消極自尊者的自尊水平低。李曉東又指出:內(nèi)隱自尊和外顯自尊對(duì)自我妨礙有不同的影響。內(nèi)隱自尊對(duì)行為式自我妨礙和自陳式自我妨礙均有影響,外顯自尊與性別在自陳式自我妨礙上有顯著的交互作用;他在研究中學(xué)生的自我妨礙時(shí)還發(fā)現(xiàn)自我效能對(duì)學(xué)業(yè)自我妨礙有顯著的負(fù)面影響,說(shuō)明對(duì)自己的學(xué)習(xí)能力缺乏信心的學(xué)生更傾向于使用學(xué)業(yè)自我妨礙策略。自我效能低的學(xué)生當(dāng)他們預(yù)期在即將來(lái)臨的成就情景中可能會(huì)失敗時(shí),預(yù)先通過(guò)采取減少努力這樣的學(xué)業(yè)自我妨礙策略來(lái)保護(hù)自己的自尊心,為自己創(chuàng)造了一個(gè)關(guān)于失敗的非能力歸因�？v觀這些研究,筆者發(fā)現(xiàn),國(guó)內(nèi)對(duì)學(xué)業(yè)自我妨礙的研究較少,在被試方面,以往的研究主要集中于大學(xué)生被試,對(duì)中學(xué)生的研究較少。因此,本研究主要運(yùn)用問(wèn)卷調(diào)查法,以初中生為被試展開(kāi)研究,就初中生的自尊、自我效能對(duì)學(xué)業(yè)自我妨礙的影響進(jìn)行了探討。研究結(jié)果如下: 1.初中生在學(xué)業(yè)自我妨礙上不存在性別和年級(jí)差異。 2.自尊與學(xué)業(yè)自我妨礙呈顯著的負(fù)相關(guān),即自尊越低的個(gè)體,越傾向于采取學(xué)業(yè)自我妨礙策略。 3.自我效能與學(xué)業(yè)自我妨礙呈顯著的負(fù)相關(guān),即自我效能越低,學(xué)業(yè)自我妨礙越高。 4.學(xué)業(yè)自我妨礙對(duì)學(xué)業(yè)成績(jī)沒(méi)有顯著的影響。
[Abstract]:Self-handicapping refers to "any action or choice taken by an individual to avoid or reduce the negative effects of poor performance in an achievement situation that increases the chances of externalizing the causes of failure". School is a typical achievement situation, so many foreign scholars have studied the learning self-handicapping strategy of middle school students in school, but the domestic research is still relatively lacking. In the process of collecting data, the author finds that the study of self-handicapping individual differences abroad focuses on personality traits and gender, and self-esteem is the most concerned about personality traits. Mao Jinping, a domestic scholar, pointed out that self-esteem and self-handicapping are negatively correlated. When the self-esteem is further divided into positive and negative dimensions, this correlation mainly exists in the negative self-esteem, and the correlation is high, which can strongly predict the academic self-handicap of individuals, and is also the most important variable of self-handicapping. People with negative self-esteem have a low level of self-esteem. Li Xiaodong also pointed out that implicit self-esteem and explicit self-esteem have different effects on self-handicapping. Implicit self-esteem affects both behavioral self-handicapping and self-evident self-handicapping. Explicit self-esteem and gender have significant interaction on self-handicapping. He also found that self-efficacy had a significant negative effect on academic self-handicapping when he studied self-handicapping of middle school students, which indicated that students who lacked confidence in their learning ability were more likely to use academic self-handicapping strategies. Students with low self-efficacy protect their self-esteem by pre-empting academic self-handicapping strategies such as reducing effort when they expect to fail in the upcoming achievement scenario. Create a non-capacity attribution of failure for yourself. Throughout these studies, the author found that there are few studies on academic self-handicap in China. In the subjects, the previous studies mainly focus on college students, and the research on middle school students is less. Therefore, this study mainly uses the questionnaire method, taking junior high school students as the subjects, to explore the influence of junior high school students' self-esteem and self-efficacy on academic self-handicap. The findings are as follows: 1. There is no gender and grade difference in academic self-handicapping of junior high school students. 2. There is a significant negative correlation between self-esteem and academic self-handicapping, that is, individuals with lower self-esteem tend to adopt academic self-handicapping strategies. 3. There is a significant negative correlation between self-efficacy and academic self-handicap, that is, the lower the self-efficacy, the higher the academic self-handicap. 4. Academic self-handicapping has no significant effect on academic achievement.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：B844.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 李巖;陳洪進(jìn);;某事業(yè)單位入職員工自我同一性狀態(tài)與自尊、效能感的關(guān)系研究[J];吉林省教育學(xué)院學(xué)報(bào)(學(xué)科版);2011年08期

2 梁九清;王淑敏;;中學(xué)生學(xué)習(xí)價(jià)值懷疑自我效能和學(xué)業(yè)自我妨礙關(guān)系[J];中國(guó)學(xué)校衛(wèi)生;2010年10期

相關(guān)碩士學(xué)位論文 前1條

1 閆俊梅;高中生學(xué)業(yè)自我妨礙與學(xué)業(yè)效能感、成就歸因及學(xué)習(xí)成績(jī)的關(guān)系研究[D];曲阜師范大學(xué);2011年

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本文編號(hào)：1867320