关于高中生心理素质与学业成绩研究的几点思考

在探讨心理素质的定义、结构及测试工具，探讨高中生心理素质与学业成绩已有研究存在问题的基础上，采用《瑞标准推理测验》和《中学生心理素质问卷》对713名高中生进行了心理素质与学业成绩的相关研究并对研究结果：1．当考察心理素质多维度的共同效应后，智力因素对学生学业成绩的影响比先前的研究相对较低。2．学生的认知、社会适应两个维度对学生成绩有直接效应，个性心理、心理健康通过认知与社会适应对学业成绩有间接效应。3．具体地说．智力、创造力、人际适应、心身适应、抱负、自制性、独立性、自尊心、轻松兴奋、情绪稳定等对学业成绩有较大的影响等作了理论分析。     

学校氛围与初中生学校适应:意向性自我调节的中介作用

目的:考察学校氛围与初中生学业成绩、内外化问题行为的关系,以及意向性自我调节在其中的中介作用.方法:采用感知学校氛围问卷、意向性自我调节问卷、学业成绩问卷、青少年自评量表的焦虑抑郁分量表和外化问题行为问卷,对811名初中生进行调查.结果:(1)师生支持既直接影响学业成绩、内外化问题行为,也通过促进意向性自我调节对其产生间接影响;(2)生生支持对学业成绩、内外化问题行为具有显著的直接效应,但通过意向性自我调节的中介效应不显著;(3)自主性机会可通过促进意向性自我调节间接影响学业成绩和内外化问题行为,同时对学业成绩也有独特的直接效应.     

初中生未来取向与学业成绩、问题行为的关系:学校参与的中介作用

目的:考察初中生未来取向与学业成绩、问题行为的关系,以及学校参与的中介作用。方法:采用青少年未来取向问卷、学校参与量表、学业成绩问卷、焦虑抑郁量表和外化问题行为问卷对811名初中生进行调查。结果:教育未来取向既直接促进学业成绩,减少外化问题行为,也通过认知、行为和情感参与的系列中介作用对其起间接影响;教育未来取向还可通过认知、行为和情感参与的系列中介作用间接减少焦虑抑郁;职业未来取向可通过行为和情感参与影响学业成绩、焦虑抑郁和外化问题行为。     

中学生学习动机、学习策略与学业成绩的关系研究

本研究通过问卷对北京市一所普通中学的 398名学生 (来自四个年级 :初一、初二、高一、高二 )进行调查 ,考察中学生的学习动机、学习策略的关系及两者对学业成绩的影响。结果表明 :(1)中学生的学习动机 (除表面型动机外 )、学习策略、学业成绩两两之间呈显著正相关 ,且学习动机中的深层动机、学习策略中的动机策略与学业成绩的相关程度最高。 (2 )学习动机、学习策略对学业成绩都有影响 ,但影响程度不同 ,学习动机除对学业成绩有直接影响外 ,还通过影响学习策略从而间接影响学业成绩。 (3)学习策略对学业成绩的解释为 18% ,学习动机对学业成绩的解释为 8% ,学习动机对学习策略的解释为2 4%。     

健康家庭功能对小学高年级学生心理素质的影响研究

为探讨健康家庭功能对小学生心理素质的影响,随机抽样选取山西省五所市级小学的500名学生进行问卷调查。应用SPSS23. 0和Amos23. 0对调查问卷进行数据统计分析发现,健康家庭功能对小学生认知能力、个性发展和适应能力均有显著正向影响,并且健康家庭功能对小学高年级学生适应能力的影响最为显著;性别在健康家庭功能对小学生的心理素质影响中不起调节作用。     

大学生心理素质三维结构模型探析

问卷调查收集的实证数据和对心理素质基本涵义进行的理论分析表明,大学生的心理素质是由认知特性、个性和适应性构成的三维立体结构。其中,认知特性和个性维度共同构成大学生心理素质的基本平台或基本面,适应性维度则是认知特性和个性在大学生的社会生活环境中的综合表现。     

初一学生学习适应性对学业成绩的调节作用:基于多水平分析的研究

本研究对大连市23615名初一学生进行了学习适应性调查、基本能力测验和学科期末测验,然后采用逐步建立多层线性模型的方法,探索了学习适应性对不同学科学业成绩的调节作用。研究结果显示:学习适应性对学业成绩具有直接影响和调节作用。在控制了学生性别等基本变量后,学习适应性对学业成绩有显著的正向预测作用,并且,学习适应能够调节性别与学业成绩、基本能力与学业成绩的关系,学习适应水平越高,不同性别学生学业成绩的差异越小,基本能力对学业成绩的预测作用相对减弱。     

年级、学业成绩与小学生学习策略关系的研究

采用《小学生学习策略问卷》对山西省Y市两所小学的396名小学生进行调查,结果表明：（1）小学生学习策略水平随年级增长呈上升趋势,且学习策略及其维度中的认知策略和动机策略均表现出显著的年级差异;（2）二年级到六年级女生学习策略水平均优于男生,但未表现出显著性差异;（3）小学生学习策略及各维度与学业成绩呈显著正相关,即小学生学习策略对学业成绩有较大影响.针对这些问题提出相应建议.     

高职学生学习动机、学习策略与学业成绩的关系研究

本研究通过问卷对沧州市一所高职院校的316名学生(来自三个年级大一、大二、大三)进行调查,考察高职学生的学习动机、学习策略的关系及两者对学业绩的影响.结果表明(1)高职学生的学习动机、学习策略、学业成绩两两之间成显著正相关,且学习动机中的深层动机、学习策略中的动机策略与学业成绩的相关程度最高.(2)学习动机、学习策略对学业成绩都有影响,但影响程度不同,学习动机除对学业成绩有直接影响外,还通过影响学习策略从而间接影响学业成绩.     

小学生对不同语言形式教师评价的认知和偏好

研究了小学生对不同语言形式教师评价的认知和偏好.结果表明:(1)评价语言形式影响小学生对他人和自我的认知.名词评价被认知为更强,更稳定和更有适应性.(2)小学生对不同语言形式的教师评价有不同偏好.被表扬时,更喜欢名词评价;被批评时,更喜欢非名词评价.     

Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning

This research analyzed the network of psychosocial influences through which efficacy beliefs affect academic achievement. Parents' sense of academic efficacy and aspirations for their children were linked to their children's scholastic achievement through their perceived academic capabilities and aspirations. Children's beliefs in their efficacy to regulate their own learning and academic attainments, in turn, contributed to scholastic achievement both independently and by promoting high academic aspirations and prosocial behavior and reducing vulnerability to feelings of futility and depression. Children's perceived social efficacy and efficacy to manage peer pressure for detrimental conduct also contributed to academic attainments but through partially different paths of affective and self-regulatory influence. The impact of perceived social efficacy was mediated through academic aspirations and a low level of depression. Perceived self-regulatory efficacy was related to academic achievement both directly and through adherence to moral self-sanctions for detrimental conduct and problem behavior that can subvert academic pursuits. Familial socioeconomic status was linked to children's academic achievement only indirectly through its effects on parental aspirations and children's prosocialness. The full set of self-efficacy, aspirational, and psychosocial factors accounted for a sizable share of the variance in academic achievement.     

An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills,extracurricular activities,self-regulated learning,motivation, and emotions

The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction. A sample of 603 students (5th to 12th graders) participated in the study. The results of a Bayesian path analysis based on meta-analytical priors show that soft skills were (i) directly positively associated with students’ achievement emotions, self-regulated learning, motivation, and life satisfaction and (ii) indirectly related with academic achievement through the mediation of self-regulated learning and motivation. On the other hand, only soft skills and achievement emotions were directly related to life satisfaction. Extracurricular activities showed a positive association with both soft skills and cognitive abilities. These results are the first to demonstrate the importance of soft skills and extracurricular activities when integrating all the above-mentioned factors in a model of students’ academic achievement and life satisfaction.

     

成就目标、自我效能、学习策略和学业成就的关系研究

对545名中学生进行测量，以探讨成就目标、自我效能、学习策略与学业成绩的关系。结果表明：掌握目标、成绩目标与自我效能、学习策略有显著的正相关，回避目标与自我效能、学习策略存在显著的负相关，自我效能与学习策略有显著的正相关；掌握目标、自我效能和学习策略与学业成绩有显著的正相关，而回避目标与学业成绩则有显著的负相关；学习策略直接影响学业成绩，成就目标和自我效能对学业成绩的影响是间接的。     

Adaptability,engagement, and degree completion: a longitudinal investigation of university students*

University entry and the passage through university is a time of great change. The extent to which students are able to adjust to successfully navigate this change (adaptability) is likely to influence their academic outcomes. Prior research has identified a link between university students’ adaptability and academic achievement via behavioural engagement. The current longitudinal study extends this research by examining whether university students’ adaptability predicts degree completion via behavioural engagement. Undergraduate students (N = 186) were surveyed for their adaptability and behavioural engagement at degree commencement. Their completion status was extracted from the University Records System at the end of the degree. Findings showed that adaptability predicts both positive and negative behavioural engagement, and that negative (but not positive) behavioural engagement predicts degree completion. Adaptability was also found to influence degree completion indirectly via negative behavioural engagement. These findings hold important theoretical and practical implications for educators and researchers seeking to understand how students manage the transition to university and the extent to, and mechanisms by which students’ adaptability is associated with university degree completion.     

Adaptability: does students’ adjustment to university predict their mid-course academic achievement and satisfaction?

ABSTRACT

Individual differences in ‘adaptability’ – cognitive, behavioural, and emotional adjustment in the face of change, novelty, and uncertainty – are theorised to influence students’ academic achievement and course satisfaction; although the literature examining these relations in tertiary education is sparse. In the present study, first-year undergraduate students were surveyed for their adaptability, academic buoyancy, and academic motivation (predictor variables) along with their mid-course academic achievement and course satisfaction (outcome variables). Correlation analyses revealed that adaptability was significantly associated with all other variables in this study. Multiple regression analyses revealed that after controlling for individual differences in academic buoyancy and academic motivation, adaptability explained unique variance in both academic achievement and course satisfaction. These findings have important implications for researchers and educators seeking to understand first-year students’ adjustment to university and the influence this may have on their educational outcomes.     

Self-efficacy beliefs as shapers of children's aspirations and career trajectories

This prospective study tested with 272 children a structural model of the network of sociocognitive influences that shape children's career aspirations and trajectories. Familial socioeconomic status is linked to children's career trajectories only indirectly through its effects on parents' perceived efficacy and academic aspirations. The impact of parental self-efficacy and aspirations on their children's perceived career efficacy and choice is, in turn, entirely mediated through the children's perceived efficacy and academic aspirations. Children's perceived academic, social, and self-regulatory efficacy influence the types of occupational activities for which they judge themselves to be efficacious both directly and through their impact on academic aspirations. Perceived occupational self-efficacy gives direction to the kinds of career pursuits children seriously consider for their life's work and those they disfavor. Children's perceived efficacy rather than their actual academic achievement is the key determinant of their perceived occupational self-efficacy and preferred choice of worklife. Analyses of gender differences reveal that perceived occupational self-efficacy predicts traditionality of career choice.     

The reciprocal relations among basic psychological need satisfaction at school,positivity and academic achievement in Chinese early adolescents

This study examined the reciprocal relations among basic psychological need satisfaction at school (BPNSS), positivity, and academic achievement in Chinese early adolescents, using a six-wave longitudinal design. A total of 712 students from Grades 7 in China (M_age = 12.92 years, 375 girls) completed measures of BPNSS and positivity in the middle of three consecutive semesters. Students exam scores for Chinese, mathematics, and English courses were obtained from school records at the end of each semester. Structural equation modeling indicated that: (a) BPNSS directly predicted academic achievement and vice versa; (b) positivity directly predicted academic achievement but not vice versa; (c) BPNSS directly predicted positivity and vice versa; (d) BPNSS indirectly predicted academic achievement via positivity; and (e) academic achievement indirectly predicted positivity via BNPSS. The findings are helpful for understanding how BPNSS and positivity temporally interrelate with academic outcomes from a positive youth development perspective.     

Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement

The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes.     

夫妻权力分配模式对青少年发展的影响研究

以核心家庭为研究对象,分析丈夫主导、妻子主导和夫妻平权三种夫妻权力分配模式对青少年发展的影响。研究发现夫妻平权模式更加普遍,家庭事务决策方面“男主外、女主内”的二元模式仍清晰存在。不同家庭特征下夫妻权力模式存在差异:当子女性别为女且为京户,妻子受教育程度不低于丈夫时,妻子在家庭权力分配中具有更高地位;反之,则丈夫具有更高权力地位。学业方面,丈夫主导型家庭更易出现学业成绩领先的青少年,但也容易出现学业落后的情况;妻子主导型家庭中成长的青少年表现出中下等学业成绩的概率较大。在社会适应和人格方面,平权家庭中青少年较妻权家庭往往伴随更高的社会适应水平,在谨慎性、开放性人格维度上显著高于夫权家庭。     

The Effects of Prior Achievement and Group Outcome on Attributions and Affect in Cooperative Tasks

This study explored the effects of prior achievement and group outcome on college students′ attributions and affective reactions to cooperative tasks. Following a group assignment, students responded to a questionnaire measuring their attributions for self, attributions for their group partners, and several affective variables. Results indicated that students′ prior achievement strongly influences their attributions for their partners while group outcome influences self-attributions. Both prior achievement and group outcome influence affective reactions to the assignment. Specifically, high-achieving students may suffer negative motivational consequences in cooperative learning tasks.