發(fā)布時間：2018-06-27 22:41

  本文選題：少數(shù)民族 + 中學生��； 參考：《貴州師范大學》2014年碩士論文

【摘要】：現(xiàn)在對于學生的關(guān)注已經(jīng)從學習成績和成績排名，慢慢轉(zhuǎn)向了學生的學習壓力現(xiàn)狀以及學習壓力的調(diào)節(jié)，學習壓力的管理已逐漸成為心理學和教育學研究的核心。 本研究使用自編少數(shù)民族中學生學習壓力問卷，對5所學校976名中學生進行了測試。文章結(jié)合問卷包含的11個因素：自我期望、學業(yè)前景、學習環(huán)境、負性認知及他人期待、學業(yè)競爭、心理不適及偏離主題、心理承受力低下、人際交往障礙、抑郁傾向、生理癥狀、沉溺網(wǎng)絡(luò)，分別探討了不同民族、性別、年級、獨生情況、家庭所在地、家庭經(jīng)濟水平的中學生學習壓力狀況，結(jié)果顯示：（1）少數(shù)民族學生的學習壓力低于漢族學生的學習壓力，且在學業(yè)前景、學習環(huán)境2項因子上表現(xiàn)顯著；（2）女生的學習壓力明顯大于男生，但是在沉溺虛擬一項當中，男生顯著高于女生，，更易網(wǎng)絡(luò)成癮；（3）獨生子女的學習壓力著大于非獨生子女，其中，負性認知及他人期待是導致獨生子女學習壓力增大的主要來源；（4）不同年級學生的學習壓力總體呈現(xiàn)出初三，高二壓力較大，其他年級壓力較小，但差異不顯著；（5）農(nóng)村學生的學習壓力小于城市和城鎮(zhèn)學生的學習壓力；（6）家庭條件好的學生學習壓力最大，家庭條件很差的學生其次，并且差異顯著。 最后，依據(jù)測量結(jié)果為學校管理者和教育者提出四點建設(shè)性意見：（1）降低期望；（2）提升自我；（3）調(diào)整方法；（4）因材施教。
[Abstract]:At present, the students' attention has been ranked from academic achievement and achievement, gradually turning to the status of students' learning pressure and the adjustment of learning pressure. The management of learning pressure has gradually become the core of the research of psychology and pedagogy.
In this study, 976 middle school students in 5 schools were tested by self compiled minority students' learning stress questionnaire. The article combines 11 factors including self expectation, academic prospects, learning environment, negative cognition and expectation of others, academic competition, psychological discomfort and deviation subject, mental retardation, interpersonal barriers, inhibition. The tendency of depression, physiological symptoms, and addiction network, the study stress of students of different nationalities, sex, grade, single life, home location and family economic level, the results show: (1) the learning pressure of minority students is lower than that of Han students, and the 2 factors of academic prospects and learning environment are obvious. (2) the learning pressure of female students is obviously greater than that of boys, but in the virtual one, boys are significantly higher than girls and are more likely to be addicted to the Internet; (3) the learning pressure of the only child is greater than that of non only children, of which the negative cognition and other expectations are the main source of the increase of the learning pressure of the only child; (4) the students of different grades are learning. The students' stress is less than the other grades, but the difference is not significant. (5) the learning pressure of the rural students is less than that of the urban and urban students; (6) the students with good family conditions have the greatest learning pressure, and the students with poor family conditions are second, and the difference is significant.
Finally, according to the results of the survey, we put forward four constructive suggestions for the school administrators and educators: (1) reducing expectations; (2) improving self; (3) adjustment methods; (4) teaching students in accordance with their aptitude.
【學位授予單位】：貴州師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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本文編號：2075525