發(fā)布時(shí)間：2018-03-28 00:38

  本文選題：中職生　切入點(diǎn)：自我控制能力　出處：《河北師范大學(xué)》2017年碩士論文

【摘要】：中等職業(yè)教育是我國(guó)教育體系中重要的組成部分,是培養(yǎng)技術(shù)人才、應(yīng)用型人才的重要途徑,擔(dān)負(fù)著培養(yǎng)數(shù)以?xún)|計(jì)高素質(zhì)勞動(dòng)者的重要任務(wù),是我國(guó)經(jīng)濟(jì)社會(huì)發(fā)展的重要基礎(chǔ),但是在目前中等職業(yè)教育發(fā)展現(xiàn)狀中,中職生普遍存在厭學(xué)、學(xué)業(yè)成績(jī)較低的現(xiàn)象,影響到了中職教育的質(zhì)量。為進(jìn)一步幫助中職生提高學(xué)業(yè)成績(jī),改善中職教育現(xiàn)狀,本文試圖探索影響中職生學(xué)業(yè)成績(jī)的兩因素自我控制能力和學(xué)業(yè)自我效能感的現(xiàn)狀,以及探索自我控制能力、學(xué)業(yè)自我效能感和學(xué)業(yè)成績(jī)?nèi)�者之間的關(guān)系,以找到幫助中職生提高學(xué)業(yè)成績(jī)的方法,改善職業(yè)教育現(xiàn)狀。自我控制能力是個(gè)體根據(jù)社會(huì)標(biāo)準(zhǔn)以及自己的意愿,管理并約束自我認(rèn)知、情感和行為的能力。學(xué)業(yè)自我效能感是個(gè)體對(duì)成功完成學(xué)習(xí)任務(wù)所具有能力的信心和判斷。本研究通過(guò)王紅嬌、盧家楣編制的《中學(xué)生自我控制能力問(wèn)卷》和梁宇頌、周宗奎編制的《學(xué)業(yè)自我效能感問(wèn)卷》,對(duì)安陽(yáng)市610名中職生的自我控制能力、學(xué)業(yè)自我效能感和學(xué)業(yè)成績(jī)現(xiàn)狀進(jìn)行了調(diào)查,并通過(guò)SPSS軟件進(jìn)行T檢驗(yàn)、方差分析、相關(guān)分析、回歸分析后研究發(fā)現(xiàn):(1)中職生自我控制能力三個(gè)因子差異顯著,其中行為自控因子顯著高于情緒自控因子和思維自控因子;在行為自控因子、思維自控因子和自我控制總分上,高二年級(jí)學(xué)生顯著高于高一年級(jí)學(xué)生,而在情緒自控因子上,兩個(gè)年級(jí)沒(méi)有顯著差異;在行為自控因子上,女生顯著高于男生,而在情緒自控因子、思維自控因子和自我控制總分上,男生和女生沒(méi)有顯著差異;在自我控制能力所有因子和總分上,獨(dú)生與非獨(dú)生學(xué)生都沒(méi)有顯著差異;在行為自控因子和總分上,班干部顯著高于非班干部,在情緒自控因子和思維自控因素上,兩類(lèi)學(xué)生沒(méi)有顯著差異。(2)中職生學(xué)業(yè)自我效能感兩因子中,學(xué)習(xí)能力效能因子高于學(xué)習(xí)行為效能因子,差異顯著;在學(xué)習(xí)能力效能因子、學(xué)習(xí)行為效能因子和學(xué)業(yè)自我效能總分上,高二年級(jí)學(xué)生均顯著高于高一年級(jí)學(xué)生;在學(xué)業(yè)自我效能總分上,女生顯著高于男生,而在學(xué)習(xí)能力效能因子和學(xué)習(xí)行為效能因子上,男生和女生沒(méi)有顯著差異;在學(xué)習(xí)能力效能因子和總分上,獨(dú)生子女顯著高于非獨(dú)生子女;在學(xué)習(xí)能力效能因子和總分上,班干部顯著高于非班干部,在學(xué)習(xí)行為效能因子上,兩類(lèi)學(xué)生沒(méi)有顯著差異。(3)自我控制能力各因子(情緒自控因子、行為自控因子、思維自控因子)及總分與學(xué)業(yè)自我效能感各因子(學(xué)習(xí)能力效能因子、學(xué)習(xí)行為效能因子)及總分和學(xué)業(yè)成績(jī),三者均存在顯著正相關(guān)。(4)自我控制能力能夠有效預(yù)測(cè)學(xué)業(yè)成績(jī),學(xué)業(yè)自我效能感在自我控制能力和學(xué)業(yè)成績(jī)之間存在顯著的中介作用。
[Abstract]:Secondary vocational education is an important part of China's educational system, an important way to train technical and applied talents, an important task of training hundreds of millions of high-quality workers, and an important foundation for the economic and social development of our country. However, in the current development of secondary vocational education, secondary vocational students are generally tired of school, and their academic achievements are low, which affects the quality of secondary vocational education. In order to further help the secondary vocational students to improve their academic performance and improve the status quo of secondary vocational education, This paper attempts to explore the current situation of self-control ability and academic self-efficacy of secondary vocational school students, as well as the relationship among self-control ability, academic self-efficacy and academic achievement. In order to find ways to help secondary vocational students improve their academic performance and improve the status quo of vocational education, self-control is the ability of individuals to manage and restrain their self-cognition according to social standards and their own wishes. The ability of emotion and behavior. Academic self-efficacy is an individual's confidence and judgement in the ability to successfully complete a learning task. This study was conducted through the questionnaire on Self-control of Middle School students, compiled by Wang Hongjiao and Lu Jia-mei, and Liang Yu-song. Zhou Zongkui's questionnaire on academic Self-efficacy, investigated 610 secondary vocational students' self-control ability, academic self-efficacy and academic achievement in Anyang City, and carried out T-test, ANOVA and correlation analysis through SPSS software. The results of regression analysis showed that there were significant differences among the three factors of self-control ability of secondary vocational school students, among which behavioral self-control factor was significantly higher than emotion self-control factor and thought self-control factor, and the behavioral self-control factor, thought self-control factor and total self-control score were significantly higher than those of behavioral self-control factor and thought self-control factor. However, there was no significant difference between the two grades in emotional self-control factors, while in behavioral self-control factors, female students were significantly higher than boys, while in emotional self-control factors, there was no significant difference between the two grades. There was no significant difference between boys and girls in the total scores of self-control and self-control; in all the factors and total scores of self-control, there was no significant difference between the single and non-only students; and in the behavioral self-control, there was no significant difference between boys and girls. Class cadres were significantly higher than non-class cadres. There was no significant difference between the two types of students in emotional self-control factor and thinking self-control factor. 2) among the two factors of secondary vocational students' academic self-efficacy, the learning ability efficacy factor was higher than the learning behavior efficacy factor. The difference was significant; the scores of learning ability efficacy, learning behavior efficacy and academic self-efficacy were significantly higher in senior two than those in grade one, and in total score of academic self-efficacy, girls were significantly higher than boys. However, there was no significant difference between boys and girls in learning ability efficacy factor and learning behavior efficacy factor; in learning ability efficacy factor and total score, the only child was significantly higher than that of non-only child; in learning ability efficiency factor and total score, there was no significant difference between male and female. Class cadres were significantly higher than non-class cadres. There was no significant difference between the two types of students in learning behavior efficacy factors (emotional self-control factor, behavioral self-control factor). The self-control factor of thinking and the total score were positively correlated with each factor of academic self-efficacy (learning ability efficacy factor, learning behavior efficiency factor), total score and academic achievement, and the self-control ability could effectively predict academic achievement. Academic self-efficacy has a significant mediating effect between self-control and academic achievement.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B848

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