中学生心理韧性与学业成就的关系  

The Relationship between Resilience and Academic Achievement of Middle School Students

作　　者：胡婷婷[1] 

机构地区：[1]河海大学公共管理学院应用心理学研究所(南京),中国210098

出　　处：《中国健康心理学杂志》2013年第11期1729-1731,共3页China Journal of Health Psychology

摘　　要：目的探讨中学生心理韧性与学业成就的关系,为中学生提升学业成就提供依据。方法对311名中学生进行青少年心理韧性问卷的测查,并要求其对学业成就进行自评。结果①中学生心理韧性因子目标专注、情绪控制、积极认知及人际协助年级差异显著(F=3.88,2.86;P<0.05;F=8.91,P<0.001;F=5.90,P<0.01);②自评学业成就年级差异显著(F=15.14,P<0.001);③自评学业成就与目标专注、家庭支持、人际协助及心理韧性总分正相关(r=0.31,P<0.001;r=0.17,P<0.01;r=0.18,P<0.01;r=0.26,P<0.001);④中学生学业成就的良好预测因子是目标专注(R2=0.22,P<0.01)。结论中学生心理韧性对学业成就影响很大。Objective To explore the relationship between resilience and academic achievement, in order to explore effective methods to improve academic achievement for adolescents. Methods A total of 311 middle school students were investigated by Resilience Scale,and got their academic achievements through self-regulated. Results （1）There were significant differences among dimensions of goal planning, affect control, supportive power, help-seeking of grades （ F = 3.88,2. 86 ; P 〈 0. 05 ; F = 8.91, P 〈 0. 001 ; F = 5.90, P 〈 0.01 ） ;（2）There were also significant differences in grades of self-regulated academic achievements （F = 15. 14, P 〈 0. 001 ） ; （3）There were statistically significant correlation among self-regulated academic achievements and the dimensions of goal planning,family support, help-seeking, and total resilience （ r = 0. 31, P 〈 0. 001 ; r = 0. 17, P 〈 0. 01 ; r = 0. 18, P 〈 0. 01 ; r = 0. 26, P 〈 0.001 ） ; （4）The dimension of goal planning was the good calculated factor of academic achievement（ R2 = 0.22, P 〈 0. 01 ）. Conclusion Middle school students＇resilience influences greatly to their academic achievements.

关 键 词：中学生 心理韧性 学业成就 目标专注 

分 类 号：R-4[医药卫生]