初中生自尊、挫折承受力與學(xué)習(xí)態(tài)度的相關(guān)研究

1、 I 初中生自尊、挫折承受力與學(xué)習(xí)態(tài)度的相關(guān)研究 初中生自尊、挫折承受力與學(xué)習(xí)態(tài)度的相關(guān)研究 中文摘要 目的：本研究旨在通過(guò)闡述自尊、挫折承受力與學(xué)習(xí)態(tài)度的含義、國(guó)內(nèi)外研究現(xiàn)狀評(píng)述，經(jīng)過(guò)相關(guān)資料的收集，并做統(tǒng)計(jì)分析，探索初中生自尊、挫折承受力與學(xué)習(xí)態(tài)度的特點(diǎn)，以及挫折承受力對(duì)學(xué)習(xí)態(tài)度的影響，探討初中生自尊、挫折承受力與學(xué)習(xí)態(tài)度之間的關(guān)系， 了解學(xué)習(xí)態(tài)度的作用機(jī)制， 為初中生學(xué)習(xí)態(tài)度的加強(qiáng)提供理論依據(jù)，并為有關(guān)學(xué)校初中生心理健康水平提供

2、現(xiàn)實(shí)依據(jù)。 對(duì)象和方法：本研究隨機(jī)選取遼寧省沈陽(yáng)市某一所初中的 450 名初中生作為被試， 采用問(wèn)卷調(diào)查的方式， 將收集到的數(shù)據(jù)用 Excel，SPSS17.0 及 Amos17.0進(jìn)行統(tǒng)計(jì)處理。 研究得出的結(jié)論如下： (1)在總體上，初中生自尊無(wú)顯著的性別差異。自我否定維度上存在顯著差異， 且女生得分顯著的高于男生。 在年級(jí)上存在顯著差異， 初二高于初一和初三。(2) 初中生挫折承受力總體上性別差異顯著，女生挫折承受力水平高于男生。年

3、級(jí)差異不顯著，初三高于初一，初二挫折力水平最低。 (3)初中生學(xué)習(xí)態(tài)度總體上有顯著性別差異，在情感體驗(yàn)和認(rèn)知水平兩個(gè)維度上得分女生高于男生。在不同年級(jí)上有差異，沒(méi)有達(dá)到顯著水平。在情感體驗(yàn)維度上，初三顯著高于初二和初一，行為傾向維度上，初二高于初一和初三。認(rèn)知水平維度上，初一、初三高于初二。 (4) 初中生自尊與挫折承受力總體上呈負(fù)相關(guān)。 初中生自尊與挫折承受力維度中的挫折事件（內(nèi)部）的認(rèn)知等四個(gè)維度呈顯著負(fù)相關(guān)。 （5） 初中生自尊

4、與學(xué)習(xí)態(tài)度總體上呈正相關(guān)， 并與學(xué)習(xí)態(tài)度中對(duì)學(xué)習(xí)的目的及意義的認(rèn)識(shí)、對(duì)學(xué)習(xí)成績(jī)的認(rèn)識(shí)、復(fù)習(xí)考試中的行為表現(xiàn)呈正相關(guān)。 （6） 初中生學(xué)習(xí)態(tài)度與挫折承受力總體上呈正相關(guān)。 其情緒維度與挫折承受力中個(gè)體挫折源等四個(gè)維度呈顯著正相關(guān)。 其行為傾向維度與目標(biāo)性等六個(gè)維度顯著正相關(guān)。其認(rèn)知水平維度與目的性等四個(gè)維度存在顯著正相關(guān)。 （7）初中生自尊、挫折承受力對(duì)學(xué)習(xí)態(tài)度具有預(yù)測(cè)作用，并且挫折承受力在自尊和學(xué)習(xí)態(tài)度中起部分中介作用。 關(guān)鍵詞：初中生

5、，自尊，挫折承受力，學(xué)習(xí)態(tài)度 III third. In the dimension of the cognitive,the first and the third grade’s scores are higher than the second grade’s. (4)The relationship between junior high school students’ self-esteem and frustration

6、 endurance are negative correlation. The relationships among setbacks event (internal) cognitive,the setbacks events (external) cognitive, setbacks emotion and frustration scenario-volition in the dimensions of junior hi

7、gh school students’ self-esteem and frustration tolerance are significant negative correlation . (5)The relationship between junior high school students’ self - esteem and learning attitude are generally positive correla

8、tion. The relationships among the understanding of the purpose,significance of the learning attitude,the academic recard, the behaviors in exam review of junior high school student and self-esteem exists positive correla

9、tion,but negative correlation between the self - esteem and the exclude the hardship of performance study and the behavior of resisting interference. (6) In general,the relationship between junior high school students’

10、learning attitude and frustration endurance showed positive correlation.The relationship among the emotion dimension of learning attitude and the individual setbacks source, frustration event (internal) experience,the ob

11、jective setbacks source and the frustration scenario-volition of frustration endurance are significant positive correlation.The relationship between the behavioral tendency of learning attitude and the cognition of frust

12、ration source of frustration endurance are not significantly correlated,but significantly correlated with other factors.The relationship among the cognitive level of learning attitude and the purpose,the setbacks

13、event (external) experience,frustration emotional and setback-will of the frustration situation exist significantly positive correlation. (7)The junior high school students’ self-esteem and frustration endurance have pr

14、edictive function to learning attitude,and the frustration endurance plays the partial intermediary role between the self-esteem and learning attitude. Keywords:Junior high school student, self-esteem, frustration endura