中学生的班级环境、学业自我与学业求助的关系  

Research on the Relationships of Middle School Students' Class Environment、Academic Self and Academic Help-seeking

作　　者：赵小云[1] 郭成[2] 谭顶良[1] 

机构地区：[1]南京师范大学教育科学学院,南京210097 [2]西南大学心理健康教育研究中心,重庆400715

出　　处：《心理学探新》2010年第5期56-61,共6页Psychological Exploration

基　　金：重庆市教育科学规划重点课题(04-GJ-081);重庆市教委人文社会科学研究项目(03JWSK170)

摘　　要：为考察中学生的班级环境、学业自我和学业求助三者之间的关系,采用问卷法对415名初高中生进行了调查研究,结果发现:1)知觉到的班级环境为团结向上型的学生在学习中易倾向为工具性求助而较少执行性和回避性求助;2)中学生在学业自我总分上得分越高,他们越倾向于工具性求助而较少执行性和回避性求助;3)中学生对班级环境的知觉会影响其学业自我发展,同时班级环境中的师生关系会通过学业自我影响其学业求助行为。The study investigated the relations of the 415 middle school students＇ class environment、academic self and academic help-seeking.The results showed：1）the students who perceptived their class environment having good interpersonal relationship,strict discipline,intense learning competition and light learning burden were more inclined to choose instrum ental help-seeking and less to choose executive help-seeking and avoidance of help-seeking;2） the students with higher scores of academic self were more inclined to choose instrumental help-seeking and less to choose executive help-seeking and avoidance of help-seeking;3） the students＇ perception of class environment could effect their development of academic self,and the relation between teachers and students could effect their academic help-seeking through their academic self.

关 键 词：中学生 班级环境 学业自我 学业求助 

分 类 号：B848[哲学宗教—心理学]