初中生自尊、挫折承受力與學習態(tài)度的相關研究

1、 I 初中生自尊、挫折承受力與學習態(tài)度的相關研究 初中生自尊、挫折承受力與學習態(tài)度的相關研究 中文摘要 目的：本研究旨在通過闡述自尊、挫折承受力與學習態(tài)度的含義、國內外研究現(xiàn)狀評述，經(jīng)過相關資料的收集，并做統(tǒng)計分析，探索初中生自尊、挫折承受力與學習態(tài)度的特點，以及挫折承受力對學習態(tài)度的影響，探討初中生自尊、挫折承受力與學習態(tài)度之間的關系， 了解學習態(tài)度的作用機制， 為初中生學習態(tài)度的加強提供理論依據(jù)，并為有關學校初中生心理健康水平提供

2、現(xiàn)實依據(jù)。 對象和方法：本研究隨機選取遼寧省沈陽市某一所初中的 450 名初中生作為被試， 采用問卷調查的方式， 將收集到的數(shù)據(jù)用 Excel，SPSS17.0 及 Amos17.0進行統(tǒng)計處理。 研究得出的結論如下： (1)在總體上，初中生自尊無顯著的性別差異。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)初中生學習態(tài)度總體上有顯著性別差異，在情感體驗和認知水平兩個維度上得分女生高于男生。在不同年級上有差異，沒有達到顯著水平。在情感體驗維度上，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相關。 初中生自尊與挫折承受力維度中的挫折事件（內部）的認知等四個維度呈顯著負相關。 （5） 初中生自尊

4、與學習態(tài)度總體上呈正相關， 并與學習態(tài)度中對學習的目的及意義的認識、對學習成績的認識、復習考試中的行為表現(xiàn)呈正相關。 （6） 初中生學習態(tài)度與挫折承受力總體上呈正相關。 其情緒維度與挫折承受力中個體挫折源等四個維度呈顯著正相關。 其行為傾向維度與目標性等六個維度顯著正相關。其認知水平維度與目的性等四個維度存在顯著正相關。 （7）初中生自尊、挫折承受力對學習態(tài)度具有預測作用，并且挫折承受力在自尊和學習態(tài)度中起部分中介作用。 關鍵詞：初中生

5、，自尊，挫折承受力，學習態(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