中小学生学习压力的测度及归因模型构建  

Measurement and Attribution Model Construction on Academic Stress of Primary and Secondary School Students

作　　者：龙安邦[1] 范蔚[1] 金心红[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教育学报》2013年第1期121-128,共8页Journal of Educational Studies

基　　金：全国教育科学"十一五"规划2007年度教育部重点课题"新课程背景下教师的课程实施方式与有效教学的关系研究"(课题批准号:DHA070158)研究成果之一

摘　　要：采用问卷法对中小学生学习压力进行调查并构建归因模型进行分析,结果发现:小学生在总体上学习压力未显过大,初中生、高中生学习压力过大现象比较普遍;学生的学习压力和学习压力过大的学生比例随年级升高而显著增大;农村学校学生的学习压力高于城市学校学生;学习压力在学习时间和学习成绩上对学生存在双重消极作用;学习内容压力、考试压力和社会压力是学习压力的三大来源,家长压力和教师压力对学习压力也有显著影响,其中考试压力在学习压力的形成中扮演着重要的中介角色,而"工具性教育观"是造成学生学习压力的深层思想根源。This study investigated academic stress of primary and secondary school students with ques- tionnaires and constructed attribution model of academic stress. The findings show that primary school students did not bear high academic stress in general, but secondary school students were more commonly overly stressed; students＇ academic stress and the ratio of overly stressed students significantly rose in higher grades; the academic stress of rural school students were higher than that of urban school students; academic stress had double negative influence on students＇ learning time and academic achievement; learn- ing content, examination and society were three primary sources of academic stress, and parents and teach- ers also had significant influence on academic stress, among which examination stress played an important role as medium in the formation of academic stress. ＂Instrumental educational values＂ were the fundamental cause of academic stress.

关 键 词：学习压力 学习内容 考试压力 社会压力 

分 类 号：G455[文化科学—教育学]