初中预备年级学生自我导向学习倾向与学校适应的关系及干预研究

【作者】 杨艳；

【导师】 王怀勇；

【作者基本信息】 上海师范大学 ， 教育硕士（专业学位）， 2018， 硕士

【摘要】 本研究分为两个部分,研究一以上海五所中学的355名初中预备年级学生为被试,采用问卷法调查学生的自我导向学习倾向及学校适应情况,并探讨两者之间的关系;研究二以团体心理辅导理论为支持,设计一套引入自我导向学习理论的学校适应团体辅导干预方案,并检验其有效性。结果表明:(1)在初中预备年级学生的自我导向学习倾向方面,女生在喜爱学习和消极学习的维度上显著优于男生;重点学校的学生在有效学习、主动学习、开放学习、终生学习的维度上显著优于非重点学校的学生;小学阶段曾就读于经过选拔入学的重点学校的学生显著优于普通学校的学生。(2)初中预备年级学生的学校适应方面,女生的总体情况优于男生,并在学习适应、常规适应维度及学校适应总分上显著高于男生;重点中学初中预备年级的学生在学业适应、学校态度、同伴关系维度及学校适应总分方面显著优于普通中学学生;曾就读于重点小学的学生,其学校适应总分及学校态度、同伴关系、学业适应显著优于曾就读于普通小学的毕业生;本地生源的学生在学业适应维度上显著优于外地生源学生。(3)初中预备年级学生的自我导向学习倾向与学校适应各因子之间,除了常规适应与有效学习,常规适应与终身学习相关不显著,其他均呈极其显著相关。(4)初中预备年级学生的自我导向学习情况可以预测学校适应的情况,其中喜爱学习、开放学习能显著正向预测,消极学习因子能显著负向预测。(5)引入自我导向学习理论的团体心理辅导对初中预备年级学生学校适应的干预效果显著。更多还原

【Abstract】 This research falls into two parts.The first part carries out an examination on the subjects of 355 pre-junior students from 5 secondary schools in Shanghai,aiming at investigating students’ self-directed learning readiness and school adjustment through means of questionnaire,and meanwhile exploring the relationship between these two above elements.The second part,supported by the psychological theories on group guidance,aims at designing an intervention plan of school adjustment group guidance with the involvement of self-directed learning readiness,and meanwhile testing the effectiveness of the above plan.The result shows the following facts—(1)In the aspect of the self-directed learning aptitude for prejuniors,girl students have an prominent advantage over boy students in their love of learning;students in key schools take an prominent advantage over their peers in non-key schools in effective learning,active learning,open learning and life-time learning;middle school students who was put through the selection of admission test to enter a key primary school have a prominent advantage over their peers in non-key schools.(2)In the aspect of the adjustment of new school for prejuniors,girl students on the whole perform better than the boy students,and take a prominent advantage over boys in the adaptation of learning,usual adjustment and adaptation to schools.Prejuniors in key secondary schools achieve higher scores than their peers in non-key schools in the following fields such as adaptation to learning,the learning attitude,the relationship with their classmates and the adaptation to schools.Local students have a prominent advantage over non-local students in adaptation to learning.(3)For pre-junior students,the factors between the tendency of self-directed learning and the school adjustment are highly and evidently related,with the exception of factors between regular adjustment and effective learning;between regular adjustment and lifelong learning.(4)For pre-junior students,the tendency of self-directed learning can predict student’s school adjustment.In which,the love of learning and open learning can provide significant positive prediction,while negative learning can provide significant negative prediction.(5)The group guidance involving the theory of self-directed learning has an effective and evident impact on the intervention of school adjustment for pre-junior students.更多还原