中学差生的自我价值感及其与控制源的关系研究

【作者】 张惠蓉；

【导师】 郑涌；

【作者基本信息】 西南师范大学 ， 基础心理学， 2000， 硕士

【摘要】 中学差生的自我价值感及其与控制源的关系研究 内容摘要 学科专业：基础心理学 研究方向：人格与教育 指导教师：郑涌副教授 研究生：张惠蓉 学习不良儿童的社会性发展研究已成为心理学家讨论的热门课题。而差生是教育界面对的现实问题，近年来国内已开展了一些研究。本研究通过《自我价值感》和《控制源》量表，结舍学生的学习品行状况，对一所重点中学与一所非重点中学的初二和高二年级共941名学生的自我价值感和控制源特点进行调查分析，并进行了相关的研究，结果表明： （1）中学生的总体自我价值感存在着学校、年级与性别的差异。 （2）学习或品行状况对初中生和高中生的自我价值感有不同影响，初中学生的学习状况越好，其总体自我价值感、社会取向的自我价值感和个人取向的自我价值感就强；而品行状况越好，其社会取向的自我价值感就强。高中学生学习状况越好，其社会取向的自我价值感就强；而品行状况越好，其社会取向的道德自我价值感就强。 （3）中学生的学习状况较之品行状况对自我价值感有更大的影响。说明，中学生显然重视自己的学习成绩而不太重视对品行的评价，特别是进入高中以后，在高考指挥棒影响下，这种情况表现得更加突出。 （4）几个显著的负相关基本上都出现在人际自我价值感上。这可能反映了当前中学生中存在的一个较为普遍的情况，即成绩和表现好的学生可能更不善于 且 交往。 （5）初中生学习状况与社会取向家庭自我价值感和个人取向的家庭自我 价值感相关。初中学生家庭中父母对子女的教育和要求对其子女的学习有较大的 作用。家庭教育影响其自我价值感，因此，家庭教育要引起重视，对子女的教育 应正确引导，宽严有度。学校教育和家庭教育应密切配合。 （6｝差生和非学习不良者在控制源上存在差异。差生在一般、认知、社 交、身体四个方面的未知控制显强；在学习的认知方面内控较少，而在社交方面 较为强调有权他人控制，因此，差生更多地表现出未知、无法控制．所以，差生 面对自己不好的成绩，越是作内在的、有权他人控制的归因，越可能降低其自我 价值感． 本研究不仅丰富了心理学的有关研究内容，而且有较强的教育实践意义， 它提示对中学生进行正确的良我价值感的培养和健全的控制源导向，以培养具有 良好人格、全面发展的人才．更多还原

【Abstract】 A STUDY ON THE RELATlONSIIIP BETWEEN SELFEVOLUTION AND CONTROLLED SOURCE OF THE STUDENDSWITH LEARNING DISABILITIES IN THE MIDDLE SCHOOLMajor: General Psychology Specialty: Personality & EducationTutor: Zheng YOng Author: Zhang hui-rongAbstractThe school developmental research of LDs has been a discussed hottopic fOr the psychologists. LDs are a realistic problem that theeducation field has to face and some researches have been done in recentyears. This research,adopting two measuring forms(Self Evolution andControlled Source) and combining the stUdentS’ academic record andmoral quality, investigated and analysed the characteristics of the selfevolution and controlled source oftLhe 94l studentS from a key school anda common school, and also did some related researches. The resultSshowed that’(1) The self evolution of the middle schooI students differ inschools. grades’ and sexes.(2)The situation of sfudy and morality has different influencebetween the junior and senior students. The junior students have stronggeneral self evolution. socia1 self evolution and personal self evolutionunder the good academic achievementS; and also strong social selfevolution under good morality. The senior students have strong social selfevolution under good academic achievements,and also strong socialmoral self evolution under good morality.(3) The middle school stUdents’ study has stronger influence on theirself evtriution than morality. It shows: the students obviously value academic achievements more than the moral comment. This happens evidently especially for the senior students directed by the college entrance examination. (4) Several remarkable negative relativities basically have relation with the association self evolution. This may reflect a common problem for present middle school students. That is ,the students with good marks and morality may not be good at association. (5)The junior students?study relates to social family self evolution and personal family self evolution. Parents?education and demand affect their children’s study and their self evolution. Family education should be valued and children should be guided correctly and properly. School education and family education should be closely cooperated. (6)LDs and NLDs( Nondisabled students) differ in controlled source. LDs are strong in unknown control on generalization, understanding, association and body, short of internal control in understanding and emphasize the others?authorized control in association. LDs have more unknown and incapable control. LDs lower their self evolution while with internal and authorized control attribution before their bad achievements. The study not only enriches the related psychological research, but also has much significance for education practice. It suggests: in order to train qualified and fully developed students with noble character, it is necessary to do correct self evolution training and give perfect guidence to their controlled source.更多还原