摘要
任凭拼音
小学高年级学生随着学业任务的加重，在心理层面上需要更多的外界支持。领悟社会支持指个体对感知到的社会支持的主观评价，即个体有被理解、被支持的主观体验及对此的满意度。良好的领悟社会支持，可以增强个体的自我效能感，使其以更加积极的态度投入学习。与此同时，随着学习情境中成败经历的增加，如何进行学业成败归因对他们的学习成绩和身心健康有着重大影响。学业自我效能感是指个体在学习过程中对自己是否能够完成学习任务的一种主观判断，是自我效能感在学习领域内的表现。
本研究选取选取洛阳市两所城市小学，两所农村小学高年级共1000名学生，采用领悟社会支持量表、学业成就归因量表、学业自我效能感量表，对被试进行集体施测，运用SPSS22.0对回收的数据进行描述性统计、独立样本T检验、相关分析、回归分析以及中介效应检验等处理分析方法。
研究结论如下：
（1）小学高年级学生的领悟社会支持水平整体处于中等水平，且在不同性别、年级、年龄、父母文化程度及班干部经历上存在差异；
（2）小学高年级学生的归因方式以内归因为主，且不同性别、年级、年龄、父母文化程度及班干部经历的小学生归因方式存在差异；
（3）小学高年级学生的学业自我效能感整体状况良好，且在年龄、父母文化程度与班干部经历等人口学变量上存在差异；
（4）小学高年级学生的领悟社会支持、归因方式与学业自我效能感两两之间存在显著相关；
（5）内归因与外归因均在领悟社会支持和学业自我效能感两个变量之间起部分中介作用，这表明小学高年级学生的领悟社会支持对学业自我效能感可以直接产生影响，也可以通过归因方式间接对学业自我效能感产生影响。
研究通过对小学高年级学生的领悟社会支持、归因方式与学业自我效能感之间的关系探讨，提出相关的教育建议及策略：多方面提高小学生领悟社会支持水平；引导小学生形成积极的归因方式；增强小学生的学业自我效能感。
I
登录华为云服务关键词：小学生，领悟社会支持，归因方式，学业自我效能感II
ABSTRACT
With the increasing of their academic tasks,pupils in nior grades needs more mental support.Perc
赛车电影
eived social support is the subjective evaluation of one’s social support,its means someone who feeling to be understand and support and the satisfaction of it.when the level of perceived social support is high,it can enhancing the n of lf-efficacy,and make us more active in learning.Meanwhile,with the increasing of success or failure experiences in learning situations, how to attribute the academic success or failure has a significant impact on pupils’ academic performance and physical even mental health. Academic lf-efficacy refers to the students’ subjective judgment on whether he or she can complete the tasks in the process of learning.It is the expression of lf-efficacy in the field of learning.
This study lected 1000 students in nior grades from two urban primary schools and two rural schools in Luoyang.Using the Perceived Social Support Scale,Multidimensional-Multidirectional Attribution Scale,and Academic Self-efficacy Scale to collectively test participants.SPSS22.0 was ud for descriptive statistics, independent sample T test, correlation analysis, regression analysis and mediation effect test.
The conclusions are as below:
(1) The overall level of perceived social support of pupils in nior grades is in the middle level, and there are differences in gender, grade, age, parents'educational level and class cadres' experience.
(2) The attribution style of pupils in nior grades is mainly attributable to internal control, and different gender, grade, age, parents'educational level and class cadres' experience
(3) The overall status of academic lf-efficacy of pupils in nior grades is good, and there are differences in demographic variables such as age, parents'educational level and class cadres' experience.
(4) There are significant correlations among perceived social support, attribution style and academic lf-efficacy of pupils in nior grades.
(5) Both internal attribution and external attribution partially mediates the two variables of perceived social support and academic lf-efficacy, which indicates that perceived social support of pupils
装饰装修施工方案
III
in nior grades can directly affect their academic lf-efficacy, but also indirectly affect their academic lf-efficacy through attribution.
The study explores the relationship among perceived social support, attribution style and academic lf-efficacy of pupils in nior grades, and puts forward relevant educational suggestions and strate
gies such as: improving pupils' perceived social support level in multiple ways; guiding pupils to form positive attribution style; and enhancing pupils' academic lf-efficacy.
KEYWORDS: Pupil，Perceived social support，Attribution style，Academic Self-efficacy
IV
目录
宝宝天庭饱满图片
摘要...........................................................................................................................................III 引言. (1)
第一部分文献综述 (3)
1领悟社会支持及其研究 (3)
1.1领悟社会支持的概念 (3)
1.2领悟社会支持的测量 (4)
1.3领悟社会支持的相关研究 (4)
2归因方式及其研究 (5)
2.1 归因方式的概念 (5)
2.2 归因方式的理论基础 (5)
单位证明2.3 归因方式的测量 (6)
2.4 归因方式的相关研究 (7)
3学业自我效能感及其研究 (8)
3.1 学业自我效能感的概念 (8)
3.2 学业自我效能感的影响因素 (8)
3.3 学业自我效能感的测量 (10)
获奖感言100字
3.4 学业自我效能感的相关研究 (10)
4领悟社会支持、归因方式与学业自我效能感的关系研究 (11)
4.1领悟社会支持与归因方式的关系研究 (11)
4.2领悟社会支持与学业自我效能感的关系研究 (12)英语简单对话
4.3归因方式与学业自我效能感的关系研究 (13)
第二部分研究内容与设计 (15)
1问题提出 (15)
V
