中学生学习力量表编制与干预研究
文献类型：学位论文
| 作者 | 向靓
|
| 答辩日期 | 2024-06 |
| 文献子类 | 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 | 王詠 |
| 关键词 | 学习力干预 学习力 学习动力 学习毅力 学习能力 |
| 学位名称 | 应用心理硕士 |
| 学位专业 | 应用心理 |
| 其他题名 | A study of learning power scaling and intervention on high school student |
| 中文摘要 | Adolescents are in their adolescence, which is an important period for cultivating self-regulation, self-control, interpersonal skills, and other abilities. These abilities are important components for enhancing learning ability and improving personality. In the context of "double reduction", the focus of education has gradually shifted from improving student performance to cultivating the learning process. Learning power, as an important factor affecting the learning process, is a comprehensive reflection of a person's motivation, perseverance, and ability to learn. It is the ability to transform knowledge resources into knowledge capital. Individual learning power is not only closely related to student learning performance and subjective well-being, but also significantly predicts future personal achievements. Therefore, paying attention to the learning power of middle school students has important educational and practical significance. However, previous research has focused more on exploring the connotation and constituent elements of learning power, lacking effective exploration of intervention techniques for learning power. There is an urgent need for a talent cultivation method with the goal of comprehensively improving learning power. In view of this, this study aims to explore the constituent elements of learning power through a review of current domestic and foreign research, and develop a scale for the structure of middle school students' learning power. Based on the formed constituent elements of learning power and the analysis results of the current situation of middle school students' learning power, a learning power intervention technology well will be designed for verification, in order to contribute an effective and replicable learning power intervention technology to help young people grow up healthy. Study 1: This study conducted a questionnaire survey on 966 middle school students in a certain high school in Harbin and concluded that the self-designed "Learning Strength Scale for Middle School Students" has 36 items and good reliability and validity; There are differences in the learning power level of middle school students in terms of gender, left behind experience, parental relationships, and parental education level. Specifically, male students have significantly higher learning ability than female students; The learning power level of left behind students with both parents is significantly lower than that of non-left behind students; Students with good parental relationships have higher levels of learning power than those with other parental relationships; The learning power level of students whose parents have an education level of college, university or above is higher than that of students whose parents have an education level of primary school or below. Study 2: Recruit 94 high school students from Harbin City, and assign two students from the same school, grade, and with similar grades to the experimental group and control group, respectively. The experimental group was trained in learning power for 3 months using the self-designed "Intervention Plan for Middle School Students' Learning Power", while the control group was not intervened. The two groups were evaluated using the self-designed "Learning Strength Scale for Middle School Students" and the monthly school cultural course exam. The results showed that the learning power, learning motivation, learning ability, learning perseverance, and academic performance of the experimental group were significantly improved and higher than those of the control group. The following conclusion can be drawn: Learning intervention technology is significantly effective in improving the learning ability of middle school students and can greatly improve their academic performance. In summary, this study developed the "Learning Power Scale for Middle School Students" and tested its effectiveness. Through investigation, the current status of learning power levels among middle school students was understood, and the feasibility and effectiveness of intervention to improve learning power were explained. The study is based on a large sample combined with intervention experiments, providing a more targeted intervention plan to enhance the learning ability of middle school students, and providing a theoretical and empirical basis for the future application of improving the learning ability of middle school students. |
| 英文摘要 | 青少年正处于青春期，这一时期是培养自我调节能力、自我控制能力、人际 交往能力等能力的重要时期，这些能力是学习力提升和人格完善的重要内容。在 “双减”的背景下, 教育的关注点逐渐由学生成绩的提高转变为学习过程的培养。学习力作为影响学习过程的重要因素, 是一个人学习的动力、毅力和能力的综合体现，是把知识资源转化为知识资本的能力。个体学习力不仅与学生学习表现、主观幸福感密切相关, 还会显著预测之后的个人成就。因此, 关注中学生的学习力状况有重要的教育实践意义。然而以往研究更多聚焦于学习力内涵及构成要素的探索，缺乏对学习力干预技术的有效探索，现迫切需要一种以全面提升学习力为目标的人才培养方式。鉴于此，本研究欲通过对当前国内外研究的梳理，探索学习力构成要素，并编制中学生学习力结构量表，再根据形成的学习力构成要素和中学生学习力现状分析结果设计学习力干预技术井进行验证，以期贡献一套有效且可复制的学习力干预技术助力青少年健康成长。 研究一：本研究通过对哈尔滨市某所中学的 966 名中学生进行问卷调查得出以下结论：研究自编的《中学生学习力量表》共有 36 个题项，有良好的信效度；中学生学习力水平在性别、留守经历、父母关系、父母受教育水平方面存在差异，具体表现为男学生的学习能力显著高于女学生；双亲留守学生学习毅力水平显著低于否留守学生。父母关系很好学生的学习动力和学习力总分均显著高于其他父母关系的学生，父母关系很好学生的学习毅力显著高于父母关系较好、一般和不好的学生，而父母关系很好学生的学习能力则显著高于父母关系较好、一般和较差的学生；父母受教育水平在大专、大学及以上学生的学习力水平高于父母受教育水平在小学及以下的学生。 研究二：招募哈尔滨市高中生 94 名，将同学校、同年级且成绩相近的两名学生分别分配至实验组和对照组。采用自编的《中学生学习力干预方案》对实验组进行 3 个月学习力训练，对照组不干预。采用自编的《中学生学习力量表》和 学校文化课月考对两组进行测评。结果显示实验组学习力、学习动力、学习能力、学习毅力和学习成绩显著提升且高于对照组。得出以下结论：学习力干预技术对中学生的学习力提升显著有效，并能很大程度改善学习成绩。 综上所述，本研究编制了《中学生学习力量表》并对量表有效性进行了检验，通过调查了解中学生学习力水平现状，并说明了干预提升学习力可行性和有效性。研究基于大样本结合干预实验, 提供了提升中学生学习力的更有针对性的干预方案，为今后中学生学习力提升应用提供了理论和实证基础。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48153]  |
| 专题 | 心理研究所_社会与工程心理学研究室 |
| 推荐引用方式 GB/T 7714 | 向靓. 中学生学习力量表编制与干预研究[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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