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目的:探讨大学生心理安全感和归因方式之间的关系。方法:采用安全感量表(SQ)和多维度—多归因因果与量表(MMCS)对360名在校大学生进行调查。结果:1学业成就—努力、背景、外向、内向与心理安全感存在显著相关。人际关系—背景、运气、外向与心理安全感存在显著相关。2学习成就—努力、背景、内向、外向维度,人际关系—背景、运气、外向维度的高低分组在归因方式存在显著差异。3心理安全感对学业成就归因和人际关系归因具有显著的负向预测作用,且回归系数均显著。其中人际安全感对学业成就归因的倾向性归因的解释率为3.9%,对人际关系归因的倾向性的解释率为5.1%。4学业成就归因及其各维度对归因方式显著的回归,回归系数均显著,学业成就—努力、内向归因对心理安全感具有显著的正向预测作用,学业成就—背景、外向归因和学业成就总分对心理安全感有显著的负向预测作用。结论:大学生心理安全感与归因倾向性相关显著,互为因果,能够相互预测。 相似文献
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研究采用１９４名大学生为被试,采用贝克抑郁量表和归因风格量表,探讨大学生面临考试的情境时,对考试的重要性认知及对考试成绩的期待与抑郁、归因风格及考试成绩之间的关系。研究结果表明：大学生对考试的重要性认知及对考试结果的期待与大学生的归因风格和抑郁程度显著相关。归因风格越乐观,抑郁程度越轻;归因风格越乐观,对考试看得越不重要,对考试结果的期待越好;抑郁程度越严重,对考试看得越重要,对考试结果的期待越低 相似文献
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该研究以初中生为被试,采用儿童归因风格问卷和人格五因素问卷探讨了青少年归因风格的特点及其与人格五因素特质之间的关系。结果发现:(1)初二学生较初一学生更倾向于将正性事件归于不稳定的、特殊的原因,对正性事件归因更悲观;(2)男生较女生更倾向于将负性事件归于稳定的原因,对负性事件归因更悲观;(3)人格类型不同的青少年归因风格存在显著差异:和谐型青少年的归因风格最乐观,内向情绪型青少年的归因风格最悲观。 相似文献
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目的:探讨大学生归因风格与职业自我效能感之间的关系。方法:对483名大学本科生进行归因风格问卷的调查和职业决策自我效能感量表的测试,探求二者相关性;设置实验组和控制组,对实验组进行归因干预,探求归因对职业自我效能感的影响。结论:①大学生归因风格没有非常显著的性别和年级差异,但职业自我效能感却存在显著差异,男生高于女生,大一新生高于二、三年级学生。②大学生归因风格与职业自我效能感之间存在显著相关性。③通过归因风格的实验干预,大学生被试职业自我效能感有显著提高。 相似文献
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儿童的归因风格及其教育策略 总被引：1，自引：0，他引：1
教育者和家长都希望孩子能健康成长,具有乐观的精神。因为悲观者在三个方面不及乐观者:悲观者更容易感到抑郁;悲观者在学校、工作和竞技领域取得的成就比他们天赋所预示的少;悲观者的生理健康水平比乐观者差。对于什么是乐观有很多看法,一种普遍的观点是:看到半杯水时认为它是半满的;或对真实的麻烦习惯性地期盼一个圆满的结局。研究发现:乐观基于个人所想到的解释性的原因。每个人都有解释的思考习惯,即具有所谓的人格特质的“归因风格”。归因风格在儿童期得到发展,若没有明确的干预,这种风格将持续一生。悲观的孩子可能只看到挫折和失败… 相似文献
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对湖南省六所大学381名学生学习适应性的问卷调查结果表明:(1)大学生学习适应性在具体维度上有显著的性别主效应。(2)掌握目标、自我效能、气质乐观与学习适应性呈显著正相关,气质悲观与学习适应性呈显著负相关。(3)成就目标定向、自我效能对学习适应性有显著的预测作用。(4)气质性乐观在学习适应性与自我效能感及学习适应性与成就目标之间具有中介作用。 相似文献
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以湖北省27,769名初中生为调查对象,运用Mplus 8.3软件对学生的数学学习动机、数学失败归因、数学学习反思性及数学自我效能感之间的关系进行研究.结果表明:数学学习动机与数学学习反思性均对数学自我效能感有显著正向影响,数学失败归因对数学自我效能感有显著负向影响;数学学习动机对数学学习反思性有显著正向影响,数学失败归因对数学学习反思性有显著负向影响;数学学习动机对数学失败归因有显著负向影响;数学失败归因、数学学习反思性在数学学习动机与数学自我效能感的关系间有显著中介作用;数学失败归因、数学学习反思性在数学学习动机和数学自我效能感的关系间有显著的链式中介作用.为了调节学生的数学学习心理发展,学校和教师应合理创设数学问题,激发学生的学习动机;客观分析学情,鼓励学生积极归因;培养错题整理习惯,引导学生自主反思;正确建立阶段目标,提升学生自我效能感. 相似文献
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成就归因与学生心理健康的相关分析 总被引：3，自引：0，他引：3
成就归因与学生的心理健康关系密切.个体的归因风格和归因偏差都将对学生的学习活动产生影响.通过归因训练,帮助学生形成积极的成就归因,既有利于提高学生学习的积极性,也有利于学生的心理健康. 相似文献
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David P. Ngidi 《Educational studies》2012,38(2):139-150
In this study, academic optimism as an individual teacher belief was investigated. Teachers’ self‐efficacy beliefs were measured using the short form of the Teacher Sense of Efficacy Scale. One subtest from the Omnibus T‐Scale, the faculty trust in clients subtest, was used to measure teachers’ trust in students and parents. One subtest from the Organizational Climate Index was used to measure academic emphasis. Pupil Control Ideology was used to measure teachers’ beliefs about classroom management. Constructivist teaching subscale of the Teacher’s Belief Survey was used to measure teachers’ instructional beliefs and practices. Organizational Citizenship Behaviour Scale was used to measure teachers’ citizenship behaviour. Life Orientation Test was used to measure dispositional optimism. The findings indicated that teachers differed in the extent of their academic optimism. The findings also indicated that teacher’s sense of academic optimism is positively and significantly related to student‐centred teaching, citizenship behaviour and dispositional optimism. The findings further indicated that student‐centred teaching beliefs, dispositional optimism and citizenship behaviour emerged as significant predictors of individual teacher’s academic optimism. Lastly, the findings revealed that teaching phase is the only teachers’ biographical variable that is a significant predictor of academic optimism. 相似文献
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Altay Eren 《Teaching and Teacher Education》2012,28(1):111-123
This study aimed to examine the mediating role of prospective teachers’ academic optimism in the relationship between their future time perspective and professional plans about teaching. A total of 396 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in order to examine the mediating role of academic optimism. Results demonstrated that the relationships between future time perspective and planned effort, planned persistence, and professional development aspirations were significantly and fully mediated by academic optimism; whereas the relationship between future time perspective and leadership aspirations was not. 相似文献
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学校学业乐观是教师群体对教与学的积极信念与态度及由此形成的良好学校氛围,由注重学业成就、教师集体效能感以及教师对家长和学生的信任这三个协同作用的成分构成。与社会经济地位、学生先前的学习成就等因素相比,学校学业乐观更能稳定而显著地预测学生的学业成就。学校学业乐观概念的提出及结构成分的确立源自积极心理学、学校组织行为学、教育心理学等多学科的理论与实证研究的支持。 相似文献
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Fu-Yuan Hong 《Educational studies》2017,43(2):165-185
The main purpose of this research was to examine the relationships among school principals’ transformational leadership, school academic optimism, teachers’ academic optimism and teachers’ professional commitment. This study conducted a questionnaire survey on 367 teachers from 20 high schools in Taiwan by random sampling, using principals’ transformational leadership scale, a school academic optimism scale, teachers’ academic optimism scale, and teachers’ professional commitment scale. The results of confirmatory factor analysis showed that there is good fit in the factor structure of school academic optimism and teachers’ academic optimism. The results of the Pearson product-moment correlation analysis and path analysis revealed that principals’ transformational leadership has a positive effect on school academic optimism and teachers’ academic optimism. School academic optimism has a positive effect on teachers’ academic optimism. Principals’ transformational leadership and teachers’ academic optimism have a positive effect on teachers’ professional commitment. Finally, this research offers some suggestions based on the results. 相似文献
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Amanda Sheffield Morris Aesha John Amy L. Halliburton Michael D. S. Morris Lara R. Robinson Sonya S. Myers 《Early education and development》2013,24(6):813-828
This study used a short-term longitudinal design to examine the role of effortful control, behavior problems, and peer relations in the academic adjustment of 74 kindergarten children from primarily low-income families. Teachers completed standardized measures of children's effortful control, internalizing and externalizing problems, school readiness, and academic skills. Children participated in a sociometric interview to assess peer relations. Research Findings: Correlational analyses indicate that children's effortful control, behavior problems in school, and peer relations are associated with academic adjustment variables at the end of the school year, including school readiness, reading skills, and math skills. Results of regression analyses indicate that household income and children's effortful control primarily account for variation in children's academic adjustment. The associations between children's effortful control and academic adjustment do not vary across the sex of the child or ethnicity. Mediational analyses indicate an indirect effect of effortful control on school readiness through children's internalizing problems. Practice or Policy: Effortful control emerged as a strong predictor of academic adjustment among kindergarten children from low-income families. Strategies for enhancing effortful control and school readiness among low-income children are discussed. 相似文献
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高志奎 《聊城师范学院学报》2010,(2):220-222
随着积极心理学研究的兴起,乐观作为人的一种积极主观体验日益受到心理学界的重视,研究表明,乐观能促进学生的身心健康、能有效应对生活中的各种挫折,并有利于提升其学业成就。面对中学生中存在的悲观倾向,改变其认知,使其归因重组,转变其消极应对方式,增加其成功体验等可以在一定程度上预防和消除其悲观倾向,形成乐观品质。 相似文献
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Jason H. Wu 《Asia Pacific Education Review》2013,14(3):419-433
This study was designed to examine the construct of academic optimism and its relationship with collective responsibility in a sample of Taiwan elementary schools. The construct of academic optimism was tested using confirmatory factor analysis, and the whole structural model was tested with a structural equation modeling analysis. The data were collected from a sample of 1,093 teachers from the 103 schools in Hualien County, Taiwan. The results of this research demonstrated that academic optimism was confirmed as a latent construct manifested by collective efficacy, faculty trust in students and parents, and academic emphasis in Taiwan elementary schools. Furthermore, the research also extended the theory of academic optimism by demonstrating that academic optimism works through collective responsibility to significantly influence student achievement, while controlling for socioeconomic status, school size, and prior student achievement. 相似文献
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The goals of the study were first to compare the social and academic well-being (loneliness and academic self-efficacy (ASE) among college students with and without learning disabilities (LD), as well as three personal strengths (hope, optimism and sense of coherence (SOC). The second goal was to identify the predicting factors to their loneliness and ASE. The sample consisted of 178 female students from the special education programme in a teachers’ college, divided into two subgroups: 59 students with LD and 119 students without LD. The following questionnaires were used: the loneliness scale; ASE; Internet and smartphone activities; hope, optimism and SOC. As expected, students with LD reported higher levels of loneliness and lower levels of ASE. Multiple hierarchical regression analyses showed that the use of the Internet for avoidance coping was a significant predictor for the loneliness and ASE. Results of the mediation analysis further demonstrated that LD was positively associated with online avoidance coping. However, hopeful thinking had a significant mediation effect between LD and online avoidance coping. Students with LD who have hopeful thinking were less engaged in avoidance coping than their peers, focusing attention on the importance of hope as a mediation factor. 相似文献
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Sook‐Jeong Lee 《Educational studies》2007,33(2):209-216
This study examined relations between the student–teacher trust relationship and school success, including school adjustment, academic motivation and performance. Data were collected from 318 7th‐grade Korean middle school students (170 males, 148 females). All intercorrelations were positively correlated and correlation coefficients were statistically significant (p < 0.01). Structural Equation Modeling (SEM) analysis revealed that the student–teacher trust relationship uniquely contributed to students’ performance through school adjustment and academic motivation. This discussion examines theoretical, empirical and practical implications of the trust relationship as a key predictor of adolescents’ school adjustment, academic motivation and performance. 相似文献