【作者】 刘杨；

【导师】 郭成；

【作者基本信息】 西南大学 ， 应用心理学， 2013， 硕士

【摘要】 学业韧性是指学生在经历学业困境时,个体有效发挥个人心理特质的优势和利用身边的资源应对学业困境,并取得良好学业成就的过程。每个学生学业韧性水平不同,所以面对相同的学业困境,有的学生屡战屡败,轻言放弃,被挫折与困境击溃；有的学生却可以屡败屡战,不懈努力,面对困境勇往直前。研究者将后者称为高学业韧性水平个体。在中学生群体中存在着一个相对特殊的群体——中等职业学校学生(中职生),他们相较普通高中生而言经历着更多的学业困境。由于各种必要知识的缺漏,大多数中职生知识结构不良；读、写、算、思维等学习基本能力较弱；思维发展多处在“中等”或“中下”水平。知识基础薄弱、学习能力欠佳、学习兴趣缺乏、学习习惯不良使中职生与普高生相比学业成绩存在着较大的差距。这样一个学生群体除了要面对青春期带来的烦恼以及课业的压力以外,还承受着社会刻板印象给予他们的不公平境遇。但这样的学生群体中仍不乏高学业韧性的个体。随着研究的深入,大量研究表明学业自我概念(学业自我)是学生应对学业困境时一个重要的影响因素。积极的学业自我概念能够帮助学生应对学业困境。因此,本研究假设学业韧性与学业自我之间密切相关,积极的学业自我概念对青少年的学习动机、学习兴趣、学业情绪、目标专注、自我效能感起着积极的作用,勾勒出学生积极的认知与行为模式,从而决定着学生学业困境的应对结果。本研究在借鉴国内外己有研究成果的基础上,综合运用文献分析、问卷调查、实验研究等研究方法主要进行了以下研究。首先,是中职生学业韧性的实证研究。该部分的研究内容可分为三个小部分：一是对杨欣(2010)编制的学业韧性问卷进行修编,以此为本研究的基础；二是对我国中职生学业韧性的发展特点进行实证研究,分析不同人口学变量之间中职生学业韧性的差异；三是将中职生学业韧性与普通高中生学业韧性的发展特点进行对比。其次,是中职生学业自我的实证研究部分。该部分的研究内容可分为以下三个小部分：一是对中职生外显学业自我的实证研究；二是对中职生内隐学业自我的实证研究；三是对中职生外显学业自我与内隐学业自我的关系研究。再次,是对中职生学业韧性与外显学业自我、内隐学业自我之间关系的实证研究部分。该部分的研究内容可以被分为以下三个小部分：一是中职生外显学业自我、内隐学业自我与学业韧性及其各维度的相关分析；第二是不同学业韧性水平及不同性别中职生的内隐学业自我与外显学业自我的关系研究；第三是研究内隐学业自我、外显学业自我与学业韧性之间的关系研究。通过本研究,主要得到如下主要结论1.运用修编后的《中学生学业韧性问卷》对中等职业学校学生的学业韧性进行测量。结果显示我国中职生学业韧性发展处于中等偏上水平,但各维度的发展水平不平衡。中职生学业韧性的发展在性别、年级、生源地、专业、家庭结构和是否独生子女等变量上存在显著的差异。2.普通高中学生与中等职业学校学生的学业韧性总分及各维度上均存在显著差异。3.不同性别、不同学业韧性水平的中职生的一般学业自我概念总分及各维度得分存在显著差异。4.中职生的内隐学业自我效应普遍存在,且不同学业韧性水平、不同性别中职生的内隐学业自我差异不显著。5.研究证实中职生学业自我概念存在外显学业自我、内隐学业自我双重结构。6.同学业韧性水平中职生的内隐与外显学业自我的分离差值存在显著差异,不同性别中职生的内隐与外显学业自我分离差值差异不显著,但女性的内隐学业自我稍高于外显学业自我,而男性的外显学业自我高于内隐学业自我。7.外显学业自我与学业韧性总分及各维度得分呈显著正相关；内隐学业自我与学业韧性总分及各维度得分均无显著相关；内隐学业自我和外显学业自我的分离差值与学业韧性总分及各维度得分呈显著负相关。8.不同性别中职生的内隐学业自我与学业韧性的关系不同。具体表现为：男性中职生的内隐学业自我与学业韧性的学业延迟满足维度相关不显著,而女性中职生内隐学业自我与学业韧性的学业延迟满足维度成显著正相关。9.中职生外显学业自我除直接影响学业韧性之外,还通过影响内隐学业自我间接影响学业韧性。更多还原

【Abstract】 The academic resilience refers to students who is suffering academic difficulties, could use personal psychological characteristics and the environmental resources to deal with the academic difficulties, and achieved good academic achievement. Each student has their own academic resilience level, so when suffer the same academic predicament, some students have suffered repeated defeats, give up, finally been overwhelmed by the frustration and difficulties; But some students can keep fighting, unremitting efforts, and march forward, they always, courageous.The latter one is called high academic resilience level of individual by researchers.There is a special group of students in secondary schools-the secondary vocational school students, they experienced more academic predicament than the ordinary high school students. Because of all kinds of necessary knowledge gaps, most vocational school students’knowledge structures are bad; the basic skill of reading, writing, thinking, learning are weak; their thinking development in the "medium" or "lower" level. Their Knowledge base is weak and learning ability are poor, they lack of interest of learning, most of them have a bad learning habits so that there is a big gap between the secondary vocational school students and the ordinary high school students. The secondary vocational school students not only facing the troubles bring by adolescence and academic pressure, but also bear the social stereotype. But such groups of students in secondary vocational school still have the toughness of the individuals. With the deepening of the research, a large number of studies show that academic self-concept is an important influence factor of academic resilience. Positive academic self-concept can help students deal with academic predicament. Therefore the study hypothesises that there is a closely relationship between academic resilience and academic self-concept. The positive academic self-concept of adolescents plays a positive role on the learning motivation, the learning interest, the academic emotions, the focused and the self-concept efficacy, it could outline the students’ cognitive and active pattern, which determines the students’coping results of academic difficulties.Base on the domestic and international existed studies, by using ways of the literature analysis and the inventory survey mainly to research the contents as follows.Fist, it is the demonstration researeh of the secondary vocational school student’s academic resilience development. This part can be divided into three small parts:fist, to revising the questionnaire of academic resilience that Yangxin developed, it’s the foundation of the whole studies; second, the study on the academic developmental charactors of the secondary vocational school student. Third, the comparison study on the developmental charactors between the secondary vocational school student and the normal highschool student.Second, it is the demonstration researeh of the secondary vocational school student’s academic self-concept. This part can be divided into three small parts:fist, it is the demonstration researeh of the secondary vocational school student’s explicit academic self-concept; second, it’s the experimental research of the secondary vocational school student’s implicit academic self-concept; third, it’s the research of the relationship between the explicit academic self-concept and the implicit academic self-concept of the secondary vocational school student.Third, it’s the research of the relationship among the academic resilience, the implicit academic self-concept and the explicit academic self-concept of the secondary vocational school student. This part can be divide into three small parts:fist, it’s the research of the correlation between the the explicit academic self-concept, the implicit academic self-concept and the academic resilience; second, it’s the study of the relationship of the implicit academic self-concept and the explicit academic self-concept of the secondary vocational school student between the different level of the academic resilience and between the different gender; third, it’s the research to build a structural aquation model of the implicit academic self-concept and the explicit academic self-concept of the secondary vocational school student. Totally, this study gets the following conclusions:1. Using the revisional academic resilience questionnaire to mearsure the academic resilience of the secondary vocational school student. In general, the secondary vocational school student’s academic resilience developmental level is in the medium level, but the developmental level of each dimensions are imbalance. And there is a significant difference of academic resilience level between different gender, grade, major, original of students, family structure and only children or not of the secondary vocational school students.2. There is a significant difference of academic resilience and each dimension between the ordinary high school students and the secondary vocational school students3. There is a significant difference of the explicit academic self-concept and its each dimension between different genders, different academic resilience level of the secondary vocational school students.4. The implicit academic self-concept efficacy is widespread exist among the secondary vocational school students, and there isn’t a significant difference of implicit academic self-concept between different academic resilience level, different gender of the secondary vocational school students.5. The study confirmed that the secondary vocational school students’academic self-concept have dual-structure, which include explicit academic self-concept, implicit academic self-concept.6. There isn’t a significant difference of Separation of difference between different academic resilience levels of the secondary vocational school students; there isn’t a significant difference of Separation of difference between different gender of the secondary vocational school students, but the female implicit academic self-concept is slightly higher than the explicit academic self-concept, and men’s explicit academic self-concept is higher than the implicit academic self-concept.7. There is a significantly positively correlation between the explicit academic self-concept and the academic resilience, there is a significantly positively correlation between the explicit academic self-concept and each dimension of academic resilience; there isn’t a significantly correlation between the implicit academic self-concept and the academic resilience, there is a significantly correlation between the implicit academic self-concept and each dimension of academic resilience; there is a significantly negtively correlation between the Separation of difference and the academic resilience, there is a significantly negtively correlation between the Separation of difference and each dimension of academic resilience8. The implicit academic self-concept of secondary vocational school students in different gender has different relationship with the academic resilience. Specific performance:there isn’t a significantly positively correlation between the male students’implicit academic self-concept and academic delay of gratification dimension of academic resilience, while there is a significantly positively correlation between the female students’ implicit academic self-concept and academic delay of gratification dimension of academic resilience.9. The secondary vocational school students’ explicit academic self-concept has both a direct effect and a indirect effect on the academic resilience, the explicit academic self-concept not only direct influence the academic resilience,but also influence the academic resilience through the implicit academic self-concept.更多还原