初中生自主学习与自我价值感、学习动机与策略及抑郁情绪的关系研究

PSYCH OpenIR > 应用研究版块

	初中生自主学习与自我价值感、学习动机与策略及抑郁情绪的关系研究
其他题名	The relationship between self-regulated learning and self-worth, learning motivation, strategy and depression among junior high school students
	何羽霏
导师	史占彪
	2020-01
摘要	初中阶段是学习生涯的关键时期，也是中学生生理与心理发展迅速的时期，其自我意识、社会认知、情绪情感处在快速发展阶段。在这特殊的阶段，学习生活占据学生们的绝大多数时间，传统学校教育环境下形成以“教师为中心”的学习模式，既无法关注学生个性化的发展，还限制了学生终身学习的目标。教育的最新改革提出了核心理念“提高学生自主学习能力，让学生成为学习的主人”，使得自主学习成为学校教师的研究关注点。（江琳，2014）本研究以初中生为研究对象，探讨自主学习及其相关因素自我价值感、学习动机与策略、抑郁情绪之间关系，并进一步探讨初中生自我价值感与自主学习之间关系的基础上，学习动机与策略和抑郁情绪在二者关系中的作用。研究目的：研究调查初中生自主学习以及相关因素自我价值感、学习动机与策略、抑郁情绪之间的相互关系。研究方法：本研究选取北京某中学初一至初三年级722名学生作为调查对象。釆用了《自主学习量表》，《自我价值感量表》中的总体自我价值感分量表，《学习动机与策略量表》中文版，《抑郁-焦虑-压力量表》中的抑郁分量表，并对四个量表进行了共同方法偏差的检验。数据分析采用 Spss25.0和Amos21.0 统计软件。采用的方法有独立样本T 检验，方差分析、相关分析、线性回归分析、结构方程模型等。研究结论：（一）初中生自主学习在学习意志形成维度上存在显著的性别差异，女生高于男生；在自主学习总分及学习策略运用、学习目标设立、学习过程调控、学习环境利用、学习时间管理分维度上，性别差异不显著；自主学习总分及各维度年级差异显著，呈梯度式下降趋势，初一年级显著高于初二年级、初三年级。自主学习总分及各维度在是否独生子女变量差异不显著。（二）初中生自我价值感上存在显著的性别差异，男生优于女生；年级差异显著，呈梯度式下降趋势，初一年级、初二年级显著高于初三年级。在是否独生子女变量差异不显著。（三）初中生的自我价值感、学习动机与策略与自主学习三者两两呈显著正相关。自我价值感和学习动机与策略对自主学习具有正向的预测作用。（四）初中生的抑郁情绪与自主学习、自我价值感、学习动机与策略之间呈显著的负相关。抑郁情绪对自主学习具有负向预测作用。（五）初中生自我价值感直接影响自主学习，同时通过影响学习动机与策略、抑郁情绪间接影响自主学习；学习动机与策略和抑郁在自我价值感和自主学习之间有中介作用。
其他摘要	The junior high school stage is a crucial period of study career， and it is also a period of rapid development of psychology and physiology of middle school students. Its self-awareness， social cognition， emotion and emotion are in a stage of rapid development. At this special stage， learning life occupies most of the students' time. The "teacher-centered" teaching mode formed in the traditional teaching situation not only ignores the cultivation of students' individuality， but also affects the realization of students' lifelong learning. The core concept put forward by the new curriculum reform "improving students' self-learning ability and making students become masters of learning" makes autonomous learning a research hotspot for educators. This study takes junior high school students as the research object， and explores the relationship between self-worth and self-worth， self-worth， motivation and strategy， and depression， and further explores the relationship between self-worth and self-learning of junior high school students. The role of motivation and strategy and depression in the relationship between the two.Objective:The study investigated the self-worth， learning motivation and strategies of junior high school students， the influencing factors of depression and Self-regulated learning， and their interrelationships.Methods:This study selected 722 students from the first to the third day of a middle school in Beijing as the survey object. The "Self-Learning Scale"， the Overall Self-Value Subscale in the Self-Value Scale， the Chinese Version of the Learning Motivation and Strategy Scale， and the Depression-Anxiety-Pressure Scale (DASS-21) Depression subscale in the table. Data analysis was performed using Spss 25.0 and Amos 21.0 statistical software. The methods used are independent sample T test， analysis of variance， correlation analysis， linear regression analysis， and structural equation modeling.Results:(1) Self-study of junior high school students has significant gender differences in the formation of learning will， male students are higher than male students; total self-study learning and learning strategies， learning objectives， learning process regulation， learning environment utilization， learning time management points The difference of dimensional variables is not significant; the total scores of autonomous learning and the grades of each dimension are significantly different， showing a gradient downward trend， and the first grade is significantly higher than the first grade and the third grade. The difference between the total score of self-study and the unique child variables in each dimension is not significant.(2) There is a significant gender difference in the self-worth of junior high school students. Boys are better than girls; the grades are significantly different， showing a downward trend. The first grade and the first grade are significantly higher than the first grade. The difference in whether the only child variable is not significant.(3) The self-worth， learning motivation and strategy of junior high school students and the independent study are significantly positively correlated. Self-worth and learning motivation and strategies have a positive predictive effect on autonomous learning.(4) There is a significant negative correlation between depression and junior high school students' self-learning， self-worth， learning motivation and strategy. Depressive emotions have a negative predictive effect on autonomous learning.(5) The self-worth of junior high school students directly affects self-directed learning. At the same time， it affects self-directed learning by influencing learning motivation and strategy， depression， and the mediating role of learning motivation and strategy and depression in self-worth and autonomous learning.
关键词	自主学习自我价值感学习动机与策略抑郁情绪
学位类型	硕士
语种	中文
学位名称	理学硕士（同等学力硕士）
学位专业	应用心理学
学位授予单位	中国科学院心理研究所
学位授予地点	中国科学院心理研究所
文献类型	学位论文
条目标识符	http://ir.psych.ac.cn/handle/311026/41571
专题	应用研究版块
推荐引用方式 GB/T 7714	何羽霏. 初中生自主学习与自我价值感、学习动机与策略及抑郁情绪的关系研究[D]. 中国科学院心理研究所. 中国科学院心理研究所,2020.

条目包含的文件
文件名称/大小	文献类型	版本类型	开放类型	使用许可
初中生自主学习与自我价值感、学习动机与策（1533KB）	学位论文		限制开放	CC BY-NC-SA	请求全文