中学生社会适应现状及其班级环境影响因素研究
|
摘要
为探索中学生社会适应的影响因素,调查了3191名中学生社会适应状况与班级环境的关系。结果显示,中学生总体社会适应良好,且人际适应优于其他领域的适应;社会适应随年级的升高呈阶段性变化;班级环境对学生的社会适应有重要影响。学生所知觉到的班主任和蔼可亲,同学间友善、互助,学业上你追我赶和课堂活动有序的班级环境对积极适应有显著正向预测作用,而知觉到班主任信任度低,同学间自私、冷漠,吵闹混乱的班级氛围则显著正向预测消极适应。通过营造和谐友善的班级生态环境,可以预防中学生的社会适应不良。
In order to explore the influencing factors for middle school students' social adaptation, the relationship between social adaptation and class environment was investigated in 3,191 middle school students.The results show that the social adaptation of middle school students is good and interpersonal adaptation is better than that of other fields.The social adaptation changed with the grade.Class environment has important influence on students' social adaptation.The class environment where the class teacher was affable, students are friendly and supportive and compete each other academically, and classroom activities are orderly has a significant positive effect on adaptation, while the class environment there is little trust for class teacher, students are cold and selfish and class is noisy and disorderly has a negative effect on adaptation.By creating a harmonious and friendly class ecology, middle school students' lack of social adaptability can be prevented.
In order to explore the influencing factors for middle school students' social adaptation, the relationship between social adaptation and class environment was investigated in 3,191 middle school students.The results show that the social adaptation of middle school students is good and interpersonal adaptation is better than that of other fields.The social adaptation changed with the grade.Class environment has important influence on students' social adaptation.The class environment where the class teacher was affable, students are friendly and supportive and compete each other academically, and classroom activities are orderly has a significant positive effect on adaptation, while the class environment there is little trust for class teacher, students are cold and selfish and class is noisy and disorderly has a negative effect on adaptation.By creating a harmonious and friendly class ecology, middle school students' lack of social adaptability can be prevented.
引文
[1]邹泓,余益兵,周晖,等.中学生社会适应状况评估的理论模型建构与验证[J].北京师范大学学报(社会科学版),2012(1):65-72.
[2]江光荣主编.班级社会生态环境研究[M].武汉:华中师范大学出版社,2002:125-130
[3]李蓓蕾,邓林园,陈迁君,等.初中生班级环境与学业压力的关系:北京市重点、普通及打工子弟三类初中校的多群组结构方程模型分析[J].教育学报,2017(6):57-59.
[4]卢家楣,王俊山,刘伟,等.中小学班级氛围、班主任情感素质对青少年学生情感素质的影响:基于多层线性分析[J].心理科学,2014(5):32-33.
[5]杜瑶琳,邹泓,曾荣,等.中学班级创新氛围的特征及其对中学生日常创造性行为的影响机制[J].中国特殊教育,2014(5):59-65.
[6]李佳怡.班级环境对中学生情绪智力的影响:教师情绪劳的调节作用[D].湖南科技大学,2017(9):28-31.
[7]王树涛.学校氛围对留守与非留守儿童情绪智力影响的比较及启示[J].现代教育管理,2018(4):100-103.
[8]Farrington,D.P.Explaining and preventing crime:The globalization of knowledge the American Society of Criminology[J].presidential address.Criminology,2000,38(1):1-24.
[9]潘超.生态视角下中小学班级管理制度的构建[J].教学与管理,2016(9):23-25.
[10]杨柯,张灏.留守初中生感知班级环境、人格特征对心理健康的影响[J].教学与管理,2017 (9):27-29.
[11]金灿灿,邹泓.中学生班级环境、友谊质量对社会适应影响的多层线性模型分析[J].中国特殊教育,2012(8):61-63.
[12]邹泓,刘艳,张文娟,等.青少年社会适应的保护性与危险性因素的评估[J].心理发展与教育,2015(1):29-36.
[13]范金刚,门金泽.不同班级环境高中生自我效能感差异的分析[J].中国校医,2012,25 (2):81-83.
[14]Waldrip A M,Malcolm K T,Jensen- Campbell L A.With a little help from your friends:the importance of high-quality friendships on early adolescent adjustment[J].Social Development,2008,17(4):832-852.
[2]江光荣主编.班级社会生态环境研究[M].武汉:华中师范大学出版社,2002:125-130
[3]李蓓蕾,邓林园,陈迁君,等.初中生班级环境与学业压力的关系:北京市重点、普通及打工子弟三类初中校的多群组结构方程模型分析[J].教育学报,2017(6):57-59.
[4]卢家楣,王俊山,刘伟,等.中小学班级氛围、班主任情感素质对青少年学生情感素质的影响:基于多层线性分析[J].心理科学,2014(5):32-33.
[5]杜瑶琳,邹泓,曾荣,等.中学班级创新氛围的特征及其对中学生日常创造性行为的影响机制[J].中国特殊教育,2014(5):59-65.
[6]李佳怡.班级环境对中学生情绪智力的影响:教师情绪劳的调节作用[D].湖南科技大学,2017(9):28-31.
[7]王树涛.学校氛围对留守与非留守儿童情绪智力影响的比较及启示[J].现代教育管理,2018(4):100-103.
[8]Farrington,D.P.Explaining and preventing crime:The globalization of knowledge the American Society of Criminology[J].presidential address.Criminology,2000,38(1):1-24.
[9]潘超.生态视角下中小学班级管理制度的构建[J].教学与管理,2016(9):23-25.
[10]杨柯,张灏.留守初中生感知班级环境、人格特征对心理健康的影响[J].教学与管理,2017 (9):27-29.
[11]金灿灿,邹泓.中学生班级环境、友谊质量对社会适应影响的多层线性模型分析[J].中国特殊教育,2012(8):61-63.
[12]邹泓,刘艳,张文娟,等.青少年社会适应的保护性与危险性因素的评估[J].心理发展与教育,2015(1):29-36.
[13]范金刚,门金泽.不同班级环境高中生自我效能感差异的分析[J].中国校医,2012,25 (2):81-83.
[14]Waldrip A M,Malcolm K T,Jensen- Campbell L A.With a little help from your friends:the importance of high-quality friendships on early adolescent adjustment[J].Social Development,2008,17(4):832-852.