父母社会属性、儿童学习动机与英语学业成绩的关系研究
文献类型：学位论文
| 作者 | 莫雅睿 |
| 答辩日期 | 2023-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李新影 |
| 关键词 | 父母社会属性 儿童学习动机 儿童英语学业成绩 中介效应 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | A Study on the Relationship between Parents' Social Attributes, Children's Learning Motivation and English Academic Achievements |
| 中文摘要 | Children's English education has aroused the common concern of society, schools and families. As for English teaching in middle school, the quality of children's English academic achievements is widely concerned by schools, teachers and parents, and is an important indicator to evaluate students' English level and teachers' teaching quality. English learning has a strong correlation with children's learning motivation, and also has a certain correlation with children's parents' social status, economic status, educational background, age, etc. Aiming at this problem, this paper conducted a survey on 916 students in the seventh-grade English learning class of a tutoring institution. The specific research content includes the following three steps: Step I: The impact of family socio-economic attributes on children's learning motivation. Starting from the self-determined theory, social stratification theory and family social capital theory, four kinds of learning motivation, including children's internal motivation, external motivation, parent-oriented motivation and self-awareness ability, are selected as the dependent variables of the study, and the family socio-economic attributes, such as parents' education level, parents' occupation, parents' income, are selected as the independent variables of the study. A questionnaire survey was carried out among the seventh-grade students and parents of a counseling agency in Beijing. After datrocessing of the sample, the correlation between four kinds of learning motivation and overall learning a prep motivation and various variables in family socio-economic attributes was analyzed; A multiple linear regression model between the four kinds of learning motivation and the overall learning motivation and various variables in the family's socio-economic attributes is constructed. The results show that children's English learning motivation is significantly positively correlated with their parents' education level, occupation and income. Step II: The influence of children's learning motivation on English academic performance and its mediating effect. The English proficiency test was carried out among the seventh-grade students in a counseling agency in Beijing. The English academic achievement was taken as the dependent variable of the study, and the family socio-economic attributes such as parents' education level, parents' occupation and parents' income were taken as the independent variables of the study. From the perspective of motivational psychology, four kinds of learning motivation of children, including internal motivation, external motivation, parent-oriented motivation and self-awareness, are selected as intermediary variables. After data preprocessing, the correlation between English academic achievement and four learning motivations is analyzed; The multiple linear regression model between English academic achievement and four kinds of learning machines, and the multiple linear regression model between English academic achievement and various variables in family socio-economic attributes are constructed; This paper analyzes the mediating effect of four learning motivations on English academic achievement. The analysis results indicate that children's internal motivation, parent-oriented motivation, and self-awareness play a mediating role, while external motivation does not play a mediating role. Step III: A prediction model of children's English academic performance combining learning motivation and family socio-economic attributes. Based on the sample data of the two research points mentioned above, English academic achievement is taken as the dependent variable of the study, and four kinds of learning motivations, such as parents' education level, parents' occupation, parents' income, and children's internal motivation, external motivation, parent-oriented motivation, and self-awareness, are taken as the independent variables of the study. After data preprocessing, a joint prediction model of children's English academic performance is constructed based on CART decision tree algorithm, and a child clustering method is output according to children's psychological characteristics, and the portrait characteristics of each type of children are given. The analysis results show that the children whose English academic achievements need to be improved often have the following three characteristics at the same time: the overall learning motivation is insufficient, the self-awareness ability is not strong, and the average income of parents is not high. Through the exploration, analysis and summary of the relationship between family socio-economic attributes, children's learning motivation and children's English academic achievements, the paper also puts forward some suggestions for learning assistance in combination with actual English teaching work. These suggestions aim to give personalized psychological intervention suggestions to children, parents and teachers according to the characteristics of children, and promote the improvement of children's English academic performance through all-round efforts. |
| 英文摘要 | 儿童的英语教育已引起社会、学校和家庭的共同关注。对于小学阶段的英语教学而言，儿童英语学业成绩的优劣受到学校、教师和家长的普遍关注，是评价学生的英语水平和教师教学质量的重要指标。英语学习与儿童的学习动机具有较强的相关性，同时也与儿童父母的社会地位、经济地位、学历、年龄等具有一定的相关性。论文针对这一问题展开研究，对某辅导机构七年级英语学习班的916位学生进行调查，具体研究内容包含以下三个步骤: 步骤一:研究家庭社会属性对儿童学习动机的影响。从自我决定理论、社会分层理论和家庭社会资本理论出发，选取儿童内部动机、外部动机、父母导向动机以及自我觉知能力等四种学习动机作为研究的因变量，父母受教育程度、父母从事职业、父母收入等家庭社会属性作为研究的自变量。在北京某辅导机构七年级学生和家长中开展了问卷调查，在对样本进行数据预处理后，分析了四种学习动机和整体学习动机与家庭社会属性中各个变量之间的相关性;构建了四种学习动机和整体学习动机与家庭社会属性中各个变量之间的多元线性回归模型。分析结果表明，儿童英语学习动机与父母双方受教育水平、职业和收入均呈显著正相关。 步骤二:研究儿童学习动机对英语学业成绩的影响及中介效应。在北京某辅导机构七年级学生中开展了英语水平测试，以英语学业成绩作为研究的因变量，以父母受教育程度、父母从事职业、父母收入等家庭经济属性作为研究的自变量。从动机心理学出发，选取儿童内部动机、外部动机、父母导向动机以及自我觉知能力等四种学习动机作为中介变量。在对样本进行数据预处理后，分析了英语学业成绩与四种学习动机之间的相关性;构建了英语学业成绩与四种学习动机之间的多元线性回归模型、英语学业成绩与家庭社会属性中各个变量之间的多元线性回归模型;分析了四种学习动机对于英语学业成绩的中介效应。分析结果表明，儿童内部动机、父母导向动机和自我觉知能力扮演了中介者的角色，而外部动机没有发挥中介作用。 步骤三:构建联合学习动机和家庭社会属性的儿童英语学业成绩预测模型。基于前述两个研究阶段的样本数据，以英语学业成绩作为研究的因变量，联合父母受教育程度、父母从事职业、父母收入等家庭社会属性和儿童内部动机、外部动机、父母导向动机以及自我觉知能力等四种学习动机作为研究的自变量。在完成数据预处理后，基于CART决策树算法构建了儿童英语学业成绩的联合预测模型，并按照儿童的心理特点输出了一种儿童分群方法，给出了英语学业成绩有待提升的儿童群体的画像特征。分析结果表明，英语学业成绩有待提升的儿童群体往往同时具有以下三个特征:总体学习动力不足、自我觉知能力不强、父母的平均收入不高。 通过对家庭社会属性、儿童学习动机以及儿童英语学业成绩三者之间的关系进行探索、分析和总结，论文还结合实际英语教学工作提出了若干助学建议。这些建议旨在根据儿童的特点，对儿童、家长和教师给出个性化的心理干预建议，通过全方面努力，促进儿童英语学业成绩的提升。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45186]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 莫雅睿. 父母社会属性、儿童学习动机与英语学业成绩的关系研究[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
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