摘要
未来时间洞察力是关乎个体未来的议题,同时青少年阶段又是个体未来探索的起步阶段,因此,对青少年期未来时间洞察力的研究尤为重要。未来时间洞察力是一个认知-动机概念,个体关于未来的概念会通过学习动机对对他们的学业成就产生积极影响。而师生关系是这一时期影响个体学业成就的主要人际关系。因此,本研究对初中生未来时间洞察力、成就目标定向、师生关系及学业成绩的状况及其结构模式进行了调查。旨在丰富初中生未来时间洞察力、成就目标定向、学业成绩及师生关系的的研究内容,为中学心理工作者提供理论与数据支持。
本研究从沈阳市某初中,初一至初三各年级各随机选2个班,共350名在校生为被试,用初中生未来时间洞察力问卷、成就目标定向问卷、初中生师生日常交往调查问卷以班级为单位进行集体施测。
本研究得到以下结论：
1.学业成绩高分组初中生在师生关系、成就目标定向总分及其因子、未来时间洞察力及其因子上显著高于低分组学生。成就目标定向高分组学生在师生关系及其因子上的分数显著高于低分组。未来时间洞察力高分组学生在师生关系及其因子上的分数显著高于低分组。师生关系高分组学生未来时间洞察力及其五因子上的分数显著高于低分组学生。
2.未来时间洞察力及各因子、成就目标定向及其因子、学业成绩与师生关系及其因子间具有显著或非常显著的相关。
3.积极性、掌握目标定向、计划性、消极性,对师生关系均产生显著影响,共解释师生关系的31.8%。
4.初中生的未来时间洞察力、掌握目标定向可以分别预测师生关系,同时未来时间洞察力也可通过掌握目标定向影响师生关系,即掌握目标定向在未来时间洞察力和师生关系中起到部分中介作用,为中介变量；另外,掌握目标定向也可成为未来时间洞察力对学业成绩影响的中介变量。
Future Time Perspective is about the future of individual issues, while adolescence is the initial stage of the individual to explore the future, therefore, the future time perspective of young people is particularly important to study. Future time perspective is a cognitive-the concept of motivation, the individual will be on the concept of the future by learning motivation on their positive impact on academic achievement. The teacher-student relationship is the impact of individual academic achievement during this period the main relationships. Therefore, this study Future Time Perspective on junior high school students, achievement goal orientation, and academic status of teacher-student relationship and the structural model were investigated. The purpose is to enrich the research content of future time perspective, achievement goal orientation, academic achievement and teacher-student relationship of a junior high school student, for secondary school psychological workers providing theory and data support.
This study is presented from shenyang city junior high schools, each grade to grade randomly chooseing 2 class, then a total of 350 students were selected. Using future time perspective on Junior high school student questionnaire,achievement goal orientation scale, daily interactions between teachers and students of junior high school students questionnaire,this study is to surveyed with class for unit collective measure.
The conclusion of this study are as follows:
1. Academic achievement high-mark group students in teacher-student relationship, achievement goal orientation and its factors, total future time perspective and its factors are significantly higher than low-mark group.Different achievement goal orientation, high level of students in the teacher-student relationship and its factors is significantly higher than the scores on the factors of low grouping. Different insight level, high-mark group students of future time perspective and its factors in the relationship between teachers and students is significantly higher than the scores on the low group. Different teacher-student relationship, high level of future time perspective grouping students the scores on the five factors is significantly higher than low-mark group.
2. Future time perspective and its factors are related with achievement goal orientation, achievement goal orientation and academic performance of significant is positive correlation, academic achievements and significantly is positive correlation relationship between teachers and students, teachers and students relations and future time perspective exist significant positive correlation.
3. Enthusiasm, mastery goal orientation, planning, the negative are to have a significant impact of teacher-student relationship, and explained total 31.8%.
4. Junior high school student's future time perspective, a mastery goal orientation can separately predict the teacher-student relationship, and also through mastery of goal orientation effect relation between teacher and students.Mastery goal orientation in a future time perspective and teacher-student relationship plays a partial intermediary function, for the intermediary variable; In addition, mastery goal orientation also can become academic influence of future time perspective of intermediary variable.
引文
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