【摘要】：教育的發(fā)展和進(jìn)步有賴于大批高素質(zhì)的教師的貢獻(xiàn)。提高教師的素質(zhì),首先應(yīng)該從師范生的培養(yǎng)做起,而師范生心理素質(zhì)是核心問題,學(xué)校適應(yīng)是其外在表現(xiàn)。本研究目的在與了解師范生心理素質(zhì)以及學(xué)校適應(yīng)的現(xiàn)狀,并了解師范生心理素質(zhì)對(duì)其學(xué)校適應(yīng)的預(yù)測作用,為促進(jìn)師范生的學(xué)校適應(yīng)提供一些理論依據(jù)。 本研究在山東師范大學(xué)、河北師范大學(xué)兩所高校的在校師范生中選取了有效被試559名,本研究所用的研究工具有兩個(gè)問卷：師范生心理素質(zhì)評(píng)價(jià)量表和大學(xué)生適應(yīng)性量表(CSAI)。 通過探討師范生的心理素質(zhì)和學(xué)校適應(yīng)的人口統(tǒng)計(jì)學(xué)特點(diǎn)及二者之間的關(guān)系。主要得出的結(jié)論如下： 1、師范生的心理素質(zhì)總體處于中等水平,自我監(jiān)控維度得分最高,客觀性維度得分最低；學(xué)校適應(yīng)總體處于中等偏上水平,生活自理適應(yīng)性的得分最高,環(huán)境總體認(rèn)同得分最低。 2、師范生的心理素質(zhì)九個(gè)維度中,責(zé)任心、創(chuàng)造性和非權(quán)勢(shì)性在性別上有顯著差異；教育效能感在專業(yè)上有顯著差異；創(chuàng)造性在城鄉(xiāng)上有顯著差異。學(xué)校適應(yīng)七個(gè)維度中,男生除了職業(yè)適應(yīng)性的得分高于女生外,其他六個(gè)維度的得分均低于女生；文科生七個(gè)維度的得分均高于理科生,且職業(yè)適應(yīng)性在專業(yè)上有顯著差異；農(nóng)村學(xué)生除了生活自理適應(yīng)性的得分高于城鎮(zhèn)學(xué)生外,其他六個(gè)維度的得分均低于城鎮(zhèn)學(xué)生,且人際適應(yīng)性、角色適應(yīng)性在城鄉(xiāng)上有顯著差異；大二學(xué)生在各維度幾乎都得分最低,且與其他三個(gè)年級(jí)的學(xué)生在環(huán)境總體認(rèn)同上有顯著差異。 3、師范生的心理素質(zhì)及各維度(除責(zé)任心外)和學(xué)校適應(yīng)及各維度之間均成顯著正相關(guān)。 4、師范生心理素質(zhì)中的成就動(dòng)機(jī)、有恒性、自我監(jiān)控、非權(quán)勢(shì)性和角色認(rèn)同五個(gè)維度對(duì)學(xué)校適應(yīng)總體情況有正向預(yù)測作用；心理素質(zhì)的成就動(dòng)機(jī)、有恒性、自我監(jiān)控、非權(quán)勢(shì)性和角色認(rèn)同五個(gè)維度對(duì)學(xué)習(xí)適應(yīng)性有正向預(yù)測作用；有恒性、成就動(dòng)機(jī)、自我監(jiān)控、非權(quán)勢(shì)性、角色認(rèn)同和客觀性六個(gè)維度對(duì)人際適應(yīng)性有正向預(yù)測作用；成就動(dòng)機(jī)、教育效能感、有恒性、創(chuàng)造性四個(gè)維度對(duì)角色適應(yīng)性有正向預(yù)測作用；成就動(dòng)機(jī)、角色認(rèn)同、有恒性和自我監(jiān)控四個(gè)維度對(duì)職業(yè)適應(yīng)性有正向預(yù)測作用；教育效能感、成就動(dòng)機(jī)、非權(quán)勢(shì)性和有恒性四個(gè)維度對(duì)生活自理適應(yīng)性有正向預(yù)測作用；角色認(rèn)同、客觀性、有恒性三個(gè)維度對(duì)環(huán)境的總體認(rèn)同有正向預(yù)測作用；有恒性、客觀性、成就動(dòng)機(jī)和角色認(rèn)同四個(gè)維度對(duì)身心癥狀表現(xiàn)有正向預(yù)測作用。在所有預(yù)測中,成就動(dòng)機(jī)的預(yù)測力最強(qiáng),在八項(xiàng)預(yù)測中出現(xiàn)七次,其中四次預(yù)測力最強(qiáng),兩次預(yù)測力第二；其次是有恒性,在八項(xiàng)預(yù)測中均出現(xiàn),概率為百分之百,可見有恒性這一品質(zhì)在師范生適應(yīng)中的重要意義；角色認(rèn)同的預(yù)測力居于第三位。
[Abstract]:The development and progress of education depends on the contribution of a large number of high-quality teachers. To improve teachers' quality, we should start with the cultivation of normal students, and the psychological quality of normal school students is the core problem, and school adaptation is its external manifestation. The purpose of this study is to understand the psychological quality of normal school students and the current situation of school adaptation, and to understand the predictive effect of normal college students' psychological quality on their school adaptation, so as to provide some theoretical basis for promoting the school adaptation of normal school students. In this study, 559 effective subjects were selected from two universities of Shandong normal University and Hebei normal University. The research tools used in this study are two questionnaires: normal college students' psychological quality evaluation scale and college students' adaptability scale (CSAI). This paper discusses the psychological quality of normal school students, the demographic characteristics of school adaptation and the relationship between them. The main conclusions are as follows: 1. The psychological quality of normal college students is in the middle level, the score of self-monitoring dimension is the highest, and the score of objectivity dimension is the lowest; The school adaptation is at the middle level, the living adaptability is the highest, and the environmental identity is the lowest. (2) among the nine dimensions of psychological quality of normal school students, there are significant differences in responsibility, creativity and non-power between the sexes, the sense of educational efficacy in specialty, and the difference in creativity in urban and rural areas. In the seven dimensions of school adaptation, the scores of the other six dimensions are all lower than that of the female students, except the scores of the male students' occupational adaptability are higher than that of the female students, and the scores of the seven dimensions of liberal arts students are all higher than those of the students of science, and there are significant differences in the professional adaptability between them. The scores of the other six dimensions of rural students are lower than those of urban students except that of urban students, and there are significant differences in interpersonal adaptability and role adaptability between urban and rural areas. Sophomore students had the lowest scores in almost all dimensions, and there were significant differences with the other three grades in the overall environmental identity. 3. There was a significant positive correlation between the psychological quality of normal school students and each dimension (except sense of responsibility), school adaptation and each dimension. 4. The five dimensions of achievement motivation, consistency, self-monitoring, non-power and role identity in the psychological quality of normal school students can positively predict the school's adaptation to the overall situation; The five dimensions of achievement motivation, consistency, self-monitoring, non-power and role identity of psychological quality have positive predictive effect on learning adaptability. The six dimensions of consistency, achievement motivation, self-monitoring, non-power, role identity and objectivity have positive predictive effects on interpersonal adaptability. Achievement motivation, educational efficacy, persistence and creativity have positive predictive effects on role adaptability, achievement motivation, role identity, consistency and self-monitoring have positive predictive effects on career adaptability. The four dimensions of educational efficacy, achievement motivation, non-power and permanence can positively predict the adaptability of life, the three dimensions of role identity, objectivity and consistency have positive predictive effects on the overall identity of the environment. The four dimensions of consistency, objectivity, achievement motivation and role identity can positively predict the performance of physical and mental symptoms. Among all the predictions, achievement motivation had the strongest predictive power, and appeared seven times in the eight forecasts, four of which was the strongest, and the second was twice. The second is the existence of consistency, which appears in all the eight predictions, and the probability is 100%, which shows that the quality of consistency is of great significance in the adaptation of normal school students, and the predictive power of role identity is in the third place.
【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】：2011
【分類號(hào)】：B844.2

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