共查询到20条相似文献，搜索用时 343 毫秒
1.
探讨非英语专业大学生外语学习焦虑与外语成绩的关系，寻找引发外语学习焦虑的可能原因，并制定合理的教学策略。采用外语课堂焦虑量表(FLCAS)对255名大二非英语专业大学生进行测查，结果显示：大二非英语专业大学生的外语焦虑得分总体均值为100.75,总体处于中等焦虑水平(99<100.75<132),且在社交焦虑、负评价焦虑、考试焦虑、其他焦虑四个维度上的得分均值分别为36.46、36.02、7.86、20.41;男生与女生的外语学习焦虑水平存在差异，前者高于后者(t=3.46,p<0.01);农村大学生比城市大学生有更明显焦虑(t=7.09,p<0.001);非英语专业大学生的外语学习焦虑与外语学习成绩存在负相关关系(r=-0.42,p<0.01);外语学习焦虑对外语学习成绩有显著的负向影响(t=-7.29,p<0.001)。因此，非英语专业大学生的外语学习焦虑得分一定程度上能够预测其外语学习成绩的好坏，即外语学习过程中越焦虑，外语学习成绩越不理想。 相似文献
2.
基于对638名大学生的调查,探讨不安全依恋对其外语焦虑的影响,以及自我效能感和自尊在其中的中介作用。结果显示：(1)不安全依恋与外语焦虑呈显著正相关(r=0.32,p<0.001),与自我效能感(r=-0.19,p<0.001)、自尊(r=-0.38,p<0.001)呈显著负相关;(2)大学生的不安全依恋能够直接显著正向预测个体的外语焦虑水平(β=0.21,p<0.001);(3)不安全依恋通过自尊对外语焦虑产生间接影响(β=0.06,p<0.001);(4)不安全依恋还可以通过自我效能感和自尊的链式中介作用对外语焦虑产生间接影响(β=0.02,p<0.001)。研究结果可以为缓解大学生外语焦虑提供启示与教育借鉴思路。 相似文献
3.
目的:为探究初中生感恩品质在壮族和汉族上的差异。方法:采用《初中生感恩品质量表》,遵循分层抽样原则,抽取富宁县民族中学初中壮族和汉族300名学生进行问卷调查。结果:通过分析发现,总体水平在感恩品质上壮族显著高于汉族(t=2.696,p<0.01);女生在壮族和汉族上呈显著差异(t=2.236,p<0.05),男生在壮族和汉族上无显著差异;非独生子女在壮族和汉族上呈显著差异(t=2.396,p<0.05),独生子女在壮族和汉族上无显著差异;初一年级在壮族和汉族上呈显著差异(F=4.142,p<0.001),初二和初三年级在壮族和汉族上无显著差异。结论:受文化的影响初中生感恩品质壮族高于汉族。 相似文献
4.
目的:探讨高中生学习自我效能感、考试焦虑与学习投入的关系。方法:应用考试焦虑量表、学习自我效能感量表和中学生学习投入问卷对520名高中生进行测评,利用SPSS17.0对变量间的效应关系进行分析。结果:学习投入及其各维度、学习自我效能感与考试焦虑之间存在显著的负相关(p<0.01),学习自我效能感与学习投入之间存在显著的正相关;考试焦虑对学习投入和学习自我效能感具有负向的预测作用(t=-4.899,p<0.001,t=2.056,p<0.5),学习自我效能感对学习投入有正向的预测作用(t=2.352*,p<0.5)。结论:学习自我效能感在考试焦虑与学习投入之间存在显著的中介作用。 相似文献
5.
目的:研究民办高校大学生人际关系困扰问题现状及解决方法。方法:采用郑日昌主编的《人际关系综合诊断量表》,500名大学生进行测试,收回有效问卷453份。结果:民办高校大学生人际关系检出率为13.7%。人际关系性别差异(待人接物:t=2.92,p<0.01;异性交往:t=3.57,p<0.001;总分:t=2.16,p<0.05)、生源地差异(异性交往:t=-2.853,p<0.01)、年级差异(总分:f=3.960,p<0.05)学习成绩差异(待人接物:f=3.277,p<0.05)专业差异(异性交往:t=-2.309,p<0.05)是否独生子女差异(待人接物:t=2.482,p<0.05)。结论:民办高校大学生人际关系状况总体良好。人际关系在性别、生源地、年级、学习成绩、专业、是否独生子女方面差异显著,家庭经济状况方面差异不显著。对策:分别从大学生个体、学校、家庭三个方面综合努力,改善大学生人际关系现状。 相似文献
6.
运用艾森克人格问卷、应对方式问卷和青少年忧郁自我检测表对贵州省凯里市某中学高三208名学生进行问卷调查。结果表明(1)高三学生的应对方式以成熟型为主;(2)应对方式、人格和抑郁在不同性别、文理科、父母文化水平以及经济水平之间不存在显著差异(p>0.05);(3)高三学生的抑郁和神经质得分在城镇和农村之间存在显著差异(t=3.088,p<0.01;t=3.061,p<0.001);(4)高三学生的抑郁除了求助因子外,与应对方式的其它因子都显著相关(p<0.01);除了与人格的内外向因子外,与其它因子均显著相关(t=0.422,p<0.001;t=0.527,p<0.05);(5)应对方式的退避因子和人格的精神质和神经质因子对抑郁有显著的预测作用。结论:高三学生中常采取回避的应对方式,并且人格中情绪不稳定,以自我为中心的人更容易抑郁。 相似文献
7.
王月琴 《佳木斯教育学院学报》2012,(11):183-184
目的,对青岛地区大学生总体幸福感状况进行调查研究,为开展大学生幸福观教育提供理论依据。方法,以总体幸福感量表(GWB)为研究工具,以SPSS11.5为统计工具对青岛地区215名大学生进行调查。结果,青岛地区大学生总体幸福感呈正态分布,在年级变量上存在显著性差异(t=-3.51*,p<0.05;t=-3.77*,p<0.05),大三学生的总体幸福感最低(M=104.88),在性别、专业等变量上不存在显著性差异(F=1.09,P>0.05)。结论,积极探索影响大学生总体幸福感的相关因素,寻求提高大学生总体幸福感的措施,教育、引导大学生树立符合社会发展的幸福观。 相似文献
8.
青少年体育俱乐部经历22年发展,已近1.3万个,规模的快速增长需要匹配相应的管理与治理。为研究青少年俱乐部治理实效的影响结构和路径,采用结构方程模型及扎根理论进行研究。对40名样本进行访谈,通过编码获得18个概念以及5个范畴,通过270份问卷检验了治理实效影响因素,通过信效度以及验证性因子分析证明了问卷具备较好的信效度结构,采用Amos26.0软件构建路径模型后证明：多元化监管参与对治理实效影响最大beta=0.422(p<0.001),其次是引入竞争机制对治理实效的影响beta=0.354(p<0.001),完善资质认证、商业化发展导入以及内部精细化管理均能够有效影响治理实效,进而根据研究结果提出改进策略和建议。 相似文献
9.
信息化以及新媒体在改变个体生活方式的同时,通过消耗个体时间对大学生体育生活形成了挤压与侵占,因此在新的社会生态环境下有必要反思大学生体育生活自我建构的影响路径,进而提高大学生体育生活,参与促进大学生体育生活建构。本研究采用问卷调查法,通过对6市12所高校600名在校大学生进行调查获得有效问卷497份,通过信效度检验证明问卷具备较好的信效度水平。通过路径检验得到结果：新媒体传播显著正向影响体育生活自我构建beta=0.365 (p<0.001);校园体育文化显著正向影响体育生活自我构建beta=0.436 (p<0.001);同辈作用显著正向影响体育生活自我构建beta=0.307 (p<0.001);体育赛事显著正向影响体育生活自我构建beta=0.282 (p<0.001);模型拟合结果 CMIN/DF为1.478,该值小于3,GFI=0.917、NFI=0.920TLI=0.954以及CFI=0.960,其中指标均大于0.9,RMSEA为0.041,该值小于0.05。随后为大学生体育生活自我建构提出四点建议,以期帮助大学生有效提高体育生活参与,合理规划体育生... 相似文献
10.
王立宇 《贵州师范学院学报》2023,(3):79-84
为探讨高校教师组织支持、职业倦怠与幸福感之间的关系,采用组织支持量表、职业倦怠量表、幸福感量表对海南省3所大学156名教师进行调查研究,检验组织支持、职业倦怠对幸福感的影响,以及职业倦怠在组织支持与幸福感之间的中介作用。研究结果显示：(1)组织支持对幸福感有显著正向影响(β=0.594,p<0.001);(2)组织支持对职业倦怠有显著负向影响(β=-0.647,p<0.001);(3)职业倦怠对幸福感有显著负向影响(β=-0.536,p<0.001);(4)职业倦怠在组织支持与幸福感之间起到中介作用(间接路径效应值为0.264,置信区间上限为0.110,置信区间下限为0.453)。结论：加强组织支持可以降低教师的职业倦怠并提高教师的幸福感,教师的职业倦怠越低,幸福感会越高,同时职业倦怠作为中介变量影响组织支持与幸福感之间的关系。 相似文献
11.
目的：探讨父母教养方式与矿工子女学业自我效能感的关系。方法：采用学业自我效能感问卷与父母养育方式评价量表（EMBU）对271名矿工子女进行测试。结果：①男生在父亲情感温暖（F1）、父亲过度保护（F6）、母亲惩罚严厉（M4）三维度的得分显著高于女生0=2．217,p〈0．05;t=2．100,p〈0．05;t=2．172,p〈0．05）,男生在父亲惩罚严厉（F2）、过分干涉（F3）、拒绝否认（F5）三维度的得分均显著高于女生,达到非常显著性水平（f=4．082,p〈0．001：t=3．831,p〈0．001;t=3．560,p〈0．001）;②矿工子女学业自我效能感在年级方面有主效应（F=3．014,p〈0．05）,初中组学生得分显著高于高中组学生得分（c=1．684,p〈0．05）;③父母亲的情感温暖（F1,M1）与矿工子女的学业自我效能感呈正相关（P〈0．001）,而父母亲惩罚严厉（F2,M4）（p〈0．01）、母亲的拒绝否认（M3）（p〈0．001）维度与子女学业自我效能感呈显著的负相关。 相似文献
12.
从家庭系统的视角探讨学校适应与父母协同教养之间的关系,以在校行为量表、父母协同教养量表为测量工具,对衡阳市265名一至三年级小学生进行调查及相关分析、多元线性逐步回归模型分析,研究表明:低年级小学生学校适应与家庭合睦关系(r父亲团结=0.212??,r母亲团结=0.262??)、家庭一致规则(r父亲一致=0.296??... 相似文献
13.
BackgroundAdolescent-to-parent psychological aggression is often a precursor to physical aggression toward their parents. Recently, there have been 4 high-profile matricide cases that happened in China. To date, there is limited research in Confucian filial piety culture on child-to-parent psychological aggression, especially toward the mother who is overwhelming the target of children’s aggression.ObjectiveThe goal of this study is to explore the prevalence of adolescent-to-mother psychological aggression and examine the role of father violence and maternal parenting style in contributing to these behaviors in Confucian filial piety culture.MethodsParticipants were 1134 students from 7 to 12 grade (M = 14 years, SD = 1.5) in Qingdao located in Shandong Province in east side of China where the Confucian Culture began. The instruments used were a demographics questionnaire, adolescent-to-mother psychological aggression questionnaire, father’s violent behavior questionnaire and maternal parenting style questionnaire.ResultsTwo types of adolescent-to-mother psychological aggression were assessed: contempt and rebellion. The prevalence of adolescent-to-mother contempt and rebellion was 30.7% and 18.7%, respectively. Results from multiple regression analyses indicated that father’s conflict with grandparents, maternal control and over-protection were positively associated with adolescent’s contempt for mother. Parents divorced, father’s conflict with grandparents, father-to-mother physical violence and maternal rejection were positively associated with adolescent’s rebellion against mother. Maternal emotional warmth was negatively associated with adolescent’s contempt and rebellion against mother.ConclusionAdolescent-to-mother psychological aggression occurs within a broader family context of violence and disharmony. Observational learning of father’s conflict with grandparents or violent behaviors toward mother maybe the mechanism of violence passing from generations. However, maternal emotional warmth buffered the negative association between father’s conflict with grandparents and adolescent’s contempt for mother. But maternal control and over-protection exacerbated the positive relationships between father’s conflict with grandparents and adolescent’s contempt for mother. 相似文献
14.
Tricia D. Foster Laura C. Froyen Lori E. Skibbe Ryan P. Bowles Kalli B. Decker 《Reading and writing》2016,29(9):1845-1863
The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers’ perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers (n = 767), with consideration for how parents’ practices relate to one another as well as how these practices predict children’s early academic outcomes. Using an SEM framework, results indicate that while, overall, mothers provide HLE activities more frequently than fathers do, both mothers (β = .18, p < .05) and fathers (β = .22, p < .05) make unique contributions to their preschooler’s early academic skills, but only for families where mother has less than a bachelor’s degree. For families where mother has a bachelor’s degree or higher, the effect of father’s HLE practices is not a significant predictor of children’s academics when considering mother’s HLE. For all families, fathers are providing a variety of HLE activities to their young children; and, although these may occur less frequently than mothers’ practices, they are particularly important for the academic development of children whose mothers have less than a bachelor’s degree. Practical implications are discussed. 相似文献
15.
Yuen Yi Lam 《Cambridge Journal of Education》2017,47(2):155-165
This study compared the effects of social persuasion from parents and teachers on students’ self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and negative feedback that were described as coming from their teacher, mother and father. Students decreased their self-efficacy after receiving negative feedback and the source of feedback did not make a statistically significant difference. Conversely, positive feedback led to an increase in self-efficacy with the mother’s positive feedback leading to a higher increase in self-efficacy than feedback from the teacher and the father. No statistically significant difference was noted in the change in self-efficacy after receiving feedback from the father and the teacher. Parents and teachers should increase the use of positive feedback and decrease that of negative feedback. Implications for collaboration between teachers and parents in providing positive feedback on students’ academic performance were discussed. 相似文献
16.
本研究主要聚焦于小学生父母教育卷入的现状,探讨父母教育卷入与成长型思维对小学生学业成绩的影响,帮助父母更好地认识到思维培养的重要性以及家校的高效合作。文章以“父母教育卷入问卷”、“成长型思维量表”、学业成绩为研究工具,以四川成都地区的709名小学生为研究对象,得出以下结论:(1)从整体水平上看,除父亲智力卷入低于中等水平外,小学生高年级学生的父亲教育卷入总分、父亲行为管理、情感卷入、母亲教育卷入总分及其各维度、成长型思维总分及其各维度均处于中等偏上水平,母亲的教育卷入水平高于父亲。(2)父母教育卷入与成长型思维不存在显著差异,女生的学习成绩显著高于男生;高年级小学生父母教育卷入、成长型思维总分及其学业成绩显著高于低年级小学生;独生子女的母亲教育卷入总分及其各维度与学业成绩显著高于非独生子女:,(3)小学高年级学生父母教育卷入对学习成绩有预测作用,成长型思维在两者之间起部分中介作用。 相似文献
17.
18.
李斯斯 《中国科教创新导刊》2012,(25):246-247
目的:通过Aitken拖延问卷和Nowicki-Strickland成人内/外控量表研究拖延行为与心理控制源的关系.方法:随即取样,样本总体为来自北京、吉林、广东等地82所高校在校大学生396人.结果:Aitken拖延问卷信度值为0.818; Nowicki—Strickland成人内/外控量表信度值为0.717;回归分析得到三个显著方程(p＜0.001).心理控制源对拖延行为影响显著(t=3.210,p＜0.001).结论:心理控制源对于拖延行为具有显著的预测作用,外控倾向越强的个体拖延行为越严重. 相似文献
19.
Background: Experiences of childhood adversity are consistently associated with compromised behavioral health later in life. Less clear is the intergenerational influence of maternal childhood adversity on developmental outcome in children. Completely unknown are the mechanisms linking teen mother’s childhood adversity to child developmental outcomes.Objective: The present study tested whether aspects of parenting (parenting stress, physical discipline, and disagreement with grandparents) served as the pathways between teen mother’s childhood adversity and the externalizing behaviors of their offspring at age 11, by gender.Participants and setting: Data were from a longitudinal panel study of teen mothers and their children, the Young Women and Child Development Study (N = 495; 57% male).Methods: The pathways from teen mother’s childhood adversity to their offspring’s externalizing behavior were tested by two subscales: rule-breaking behavior and aggressive behavior. In addition, multiple-group analysis was examined for potential gender differences.Results: Teen mother’s childhood adversity was positively associated with greater use of parenting stress (β = 0.16, p < .01) and physical discipline (β=0.11, p < .05). In addition, parenting stress, physical discipline, and disagreement with grandparent were all associated with increased rule-breaking and aggressive behaviors in children. Multiple group analysis revealed that the path between physical discipline and externalizing behavior differed by gender, with the path only significant for girls.Conclusions: These findings have implications for early intervention efforts that emphasize the need to intervene with children and parents, particularly helping teen mothers gain knowledge and skills to offset the impact of their experiences of childhood adversity on their parenting behaviors. 相似文献
20.
SYNOPSISTo develop a secure attachment, the quality of the mother’s relationship is fundamental, but now there is evidence that fathers equally play early and integrated roles in the development of the child, particularly in social and communicative skills. Hiraoka and colleagues emphasize father support in regulating maternal distress while listening to the infant’s cry. We also emphasize the father’s role in supporting the mother and in improving social and communicative competences in children with Autism Spectrum Disorder. 相似文献