【作者】 张勇；

【导师】 耿耀国；

【作者基本信息】 郑州大学 ， 教育硕士（心理健康教育）（专业学位）， 2024， 硕士

【摘要】 初中生正处于身心发展的关键时期,以情绪不稳定、两极分化明显以及抗压能力较差为主要表征,致使该阶段充满重大转变和挑战。而在现行教育制度评价体系之下,为考取优异分数以竞争有限教育资源,该类群体考试焦虑现象不容忽视。考试焦虑作为一种情境特异型的特质焦虑,不仅与初中生学业成绩息息相关,更与初中生身心健康紧密相连。已有研究大多基于以变量为中心的研究思路和横断研究视角,对考试焦虑与教师支持、父母拒绝教养方式等相关变量的研究较为透彻,但缺乏以个体为中心的研究思路和纵向研究视角。因此,本研究基于或然渐成理论,利用潜在类别和潜在转变分析方法考察初中生考试焦虑的类别分化和转变情况,并在此基础上探究初中生考试焦虑类别分化的预测变量和类别转变的影响因素,最后根据研究结论提出相应教育建议。本研究选取《考试焦虑量表》《教师支持量表》和《父母教养方式拒绝分量表》为研究工具,采用团体施测方式对洛阳市某直属中学初一、初二学生进行一次追踪调查。前后施测间隔6个月,两次分别回收1186、1154份有效问卷,匹配有效数据961份。通过SPSS27.0对数据进行录入、差异性检验、描述性统计和逻辑回归分析,运用Mplus8.3进行潜在类别和潜在转变分析。研究结果如下:(1)教师支持与考试焦虑显著负相关,父母拒绝教养方式与考试焦虑显著正相关;(2)考试焦虑在性别、年级、家庭经济状况上均存在显著差异,教师支持在家庭经济状况上存在显著差异,父亲拒绝教养方式在性别上存在显著差异;(3)初中生考试焦虑可以分化为三个类别:低考试焦虑类别、中考试焦虑类别和高考试焦虑类别;(4)随着时间的进程,初中生考试焦虑类别会进行转变,稳定性从高到低依次是:中考试焦虑类别、高考试焦虑类别、低考试焦虑类别;(5)初中生考试焦虑类别分化和转变存在性别差异,即与男生相比,女生更易进入中和高考试焦虑类别,且随着时间推移,女生从高考试焦虑类别转变到低考试焦虑类别的概率显著降低;(6)教师支持是初中生考试焦虑类别分化和转变的保护性因素;(7)父母拒绝教养方式是初中生考试焦虑类别分化和转变的风险性因素。结合已有相关研究和本研究结论,在自我决定理论和生态系统理论的指引下,为帮助学生保持适当焦虑水平,使其更加从容应对考试,本研究从三个层面提出教育实施建议:(1)学生层面包括合理设置并细化目标、提升学习与考试技能以及学习运用心理治疗方法;(2)教育者层面包括采取积极暗示、践行新教育理念以及构建学习成长环境;(3)父母层面包括合理运用教养方式、建立适当教育期望以及树立终身学习理念。更多还原

【Abstract】 Middle school students are in a critical period of physical and mental development,mainly characterized by emotional instability,obvious polarization and poor ability to withstand pressure,which makes this stage full of major changes and challenges.However,under the current educational system evaluation system,in order to obtain excellent scores and compete for limited educational resources,the phenomenon of exam anxiety in this group cannot be ignored.Test anxiety,as a kind of situational idiosyncratic anxiety,is closely related not only to the academic achievement of junior high school students,but also to their physical and mental health.Most of the existing studies are based on the variance-centered research thinking and cross-sectional research perspective,and the research on the relevant variables such as test anxiety,teacher support and parental rejection parenting style is thorough,but there is a lack of individual-centered research thinking and longitudinal research perspective.Therefore,based on the probabilistic evolution theory,this study uses the potential category and potential transformation analysis method to investigate the category differentiation and transformation of junior middle school students’ test anxiety,and on this basis,explores the predictive variables of the category differentiation of junior middle school students’test anxiety and the influencing factors of category transformation,and finally puts forward corresponding educational suggestions according to the research conclusions.In this study,test Anxiety Scale,Teacher Support Scale and Parental Parenting Style Rejection Subscale were selected as research tools to conduct a follow-up survey of students in Grade one and grade two of a middle school directly under Luoyang City by using group measurement.The interval of test was 6 months,1186 and 1154 valid questionnaires were collected twice respectively,and 961 valid data were matched.SPSS27.0 was used for data entry,difference test,descriptive statistics and logistic regression analysis,and Mplus8.3 was used for potential category and potential transformation analysis.The results are as follows:(1)Teacher support has a significant negative correlation with test anxiety,and parental rejection has a significant positive correlation with test anxiety;(2)Test anxiety has significant differences in gender,grade and family economic status,teacher support has significant differences in family economic status,and father’s refusal of parenting style has significant differences in gender;(3)The test anxiety of junior middle school students can be divided into three categories:low test anxiety category,middle test anxiety category and high test anxiety category;(4)With the process of time,the test anxiety category of junior middle school students will change,and the stability from high to low is as follows:medium test anxiety category,high test anxiety category,low test anxiety category;(5)There are gender differences in the category differentiation and transformation of middle school students’ test anxiety,that is,compared with boys,girls are more likely to enter the category of medium and high test anxiety,and the probability of girls changing from the category of high test anxiety to the category of low test anxiety decreases significantly over time;(6)Teacher support is a protective factor for the differentiation and transformation of test anxiety categories in junior middle school students;(7)Parental rejection is a risk factor for the differentiation and transformation of test anxiety category of junior middle school students.Based on the existing researches and the conclusions of this study,under the guidance of self-determination theory and ecosystem theory,in order to help students maintain an appropriate level of anxiety and cope with exams more calmly,this study puts forward education implementation suggestions from three aspects:(1)At the student level,it includes setting and elaborating goals reasonably,improving learning and examination skills,and learning and applying psychological therapy;(2)The level of educators includes taking positive suggestions,practicing new educational concepts and building learning and growth environments;(3)The parental level includes the rational use of parenting styles,the establishment of appropriate educational expectations and the establishment of lifelong learning concepts.更多还原