中學(xué)生學(xué)習(xí)自控力及其培養(yǎng)研究.pdf

1、漳州師范學(xué)院碩士學(xué)位論文中學(xué)生學(xué)習(xí)自控力及其培養(yǎng)研究姓名：郭梅華申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：應(yīng)用心理學(xué)指導(dǎo)教師：張靈聰20091201Abstract Learning self-control is an ability for students to achieve academic goals, according the social demands and internal standard to control the exte

2、rnal environment, their own feelings, desires, behavior during the learning process. The main task of individual at young age is learning. Self-control is not only useful for Students’ learning, but also can promote the

3、development of individual personality. So we discussed the self-control of middle school students by follow three researches: In the 1st research, 604 middle school students were inquired on questionnaire about the chara

4、cter and the cause of self-control of middle school students’ learning. The conclusions showed that: (1) The self-control of learning reduced from Grade 1 of junior high school to Grade 3 of senior high school; (2) The c

5、auses of learning self-control of middle school students could be divided to external factors and internal factors. With the higher grade, the impact of external factors was decreasing while internal factors was increa

6、sing. (3) The core factor to impact learning self-control of junior high school students was the temptation, while senior high school students was the mood. In the 2nd research, 99 students were arranged in the 2×2&

7、#215;2 randomized experimental design. The independent variables were learning self-control (including high and low self-control levels), pressure (including pressure and non-pressure levels), and temptation (including t

8、emptation and non-temptation levels). The dependent variable was attention stability. The results showed that: (1) Learning self-control and temptation had the main effects to attention stability while the pressure not.

9、(2) Learning self-control and pressure had significant interaction to attention stability, so did learning self-control and temptation to attention stability. (3) Learning self-control, pressure and temptation had no sig

10、nificant interaction to attention stability. In the last research, two homogeneous classes were divided into experimental group and control group. After 6 months of learning self-control training to experimental group, w

11、e found that: (1) There was significant positive correlation between learning self-control and academic score. (2)After training, the learning self-control score of students with low learning self-control in experimental

12、 group significantly decreased, while students with high learning self-control in experimental group and students in control group had no significant difference. Key Words：Middle school student; Learing self-control; T