农村留守初中学生学业成绩及心理影响因素分析  

An Analysis of Academic Achievement and Psychological Factors of Rural Left-behind Students in Junior High School

作　　者：张杰[1] 

机构地区：[1]安徽科技学院人文学院,安徽凤阳233100

出　　处：《包头医学院学报》2013年第3期27-30,共4页Journal of Baotou Medical College

基　　金：安徽省教育厅人文社会科学研究项目(2010sk374)

摘　　要：目的:了解农村留守初中学生学业成绩状况及心理影响因素。方法:抽取安徽某地区5所农村初级中学477名学生作为研究对象,其中留守学生279名,非留守学生198名;采用症状自评量表、自尊量表、中学生人际关系问卷、学习动机诊断性测验进行心理测试。结果:农村留守初中学生学业成绩与非留守初中学生相比较差;农村留守初中学生学业成绩与心理健康、自尊、人际关系、学习动机相关;学业成绩的影响因素为人际敏感维度、知识学习场面、技能场面、社会生活场面、失败回避。结论:初二年级留守学生学业成绩状况最差,知识学习、与同学社会关系成功动机越强,学业成绩越好;自卑、焦虑、紧张过度会影响学业发展。Objective： To examine the status of academic achievement and psychological factors of rural left-behind students in junior high school.Methods： 477 left-behind students from five middle schools in a city of Anhui Province are selected as the objects of the study,among which 279 are left-behind students,198 are non-left-behind ones.All the students were investigated by using psychological symptom checklist（SCL-90）,self-esteem scale（SES）,interpersonal scale,learning motivation diagnostic test（MAAT）.Results： The academic achievement of rural left-behind students was comparatively poorer than that of other students.The academic achievement of rural left-behind students in junior high school was significantly related to mental health,self-esteem,interpersonal relation,and academic motivation.Interpersonal sensitivity of mental health and academic study,skill scene,social interactions,failure avoidance of learning motivation directly affected the academic performance of rural left-behind students in junior high school.Conclusion： The left-behind students in the second Grade perform the worst.The stronger the motivation of learning knowledge and social relationship to the classmates,the better the academic achievement performance,but low self-esteem,anxiety,excessive stress can affect their academic development.

关 键 词：留守初中学生 学业成绩 心理影响因素 

分 类 号：G444[哲学宗教—心理学]