摘 要
学习投入是积极心理学研究的一个新领域。近年来，国内学者开始逐渐关注到这一研究领域，但研究对象多为普通中学生，以农村留守初中生为被试的研究较少。随着农村留守儿童群体规模的扩大，对农村留守初中生时间管理倾向、学业自我效能感和学习投入的现状进行研究，为提高他们管理时间的能力、增强他们的学业自我效能感以及提高他们的学习投入水平提出相应的教育对策。
采用《青少年时间管理倾向量表》、《学业自我效能能感量表》和《学习投入量表》，对398名农村留守初中生（单亲留守196人、双亲留守202人）和189名非留守初中生，共计587名农村初中生进行研究。对农村留守初中生的时间管理倾向、学业自我效能感和学习投入的特点进行分析研究，并在此基础上分析学业自我效能感在时间管理倾向和学习投入两者之间的中介作用。研究结论如下：第一，农村留守初中生时间管理倾向及其各维度在年级、班干部与否上差异显著，不同留守类型初中生不存在显著差异，在时间管理倾向总分上初一显著高于初三，班干部学生显著高于非班干部学生；
第二，农村留守初中生学业自我效能感及其各维度在年级上差异显著，不同留守类型初中生不存在显著差异，在学业自我效能感总分上初一显著高于初三；
第三，农村留守初中生学习投入及其各维度在年级上差异显著，不同留守类型初中生不存在显著差异，在学习投入总分上初一显著高于初三；
第四，农村留守初中生时间管理倾向和学业自我效能感显著正相关、时间管理倾向和学习投入显著正相关、学业自我效能感和学习投入显著正相关；
第五，农村留守初中生时间管理倾向可以正向预测学习投入、学业自我效能感可以正向预测学习投入；
第六，农村留守初中生学业自我效能感在时间管理倾向和学习投入之间起部分中介作用。
关键词：农村留守初中生，时间管理倾向，学业自我效能感，学习投入
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ABSTRACT
Learning investment is a new field of positive psychology rearch. In recent years, domestic scholars have begun to pay attention to this rearch field, but most of the rearch subjects are ordinary middle school students. There are few studies on rural left-behind junior high school students. With the expansion of the size of rural left-behind children, the study of the time management tendency, academic lf-efficacy and learning input of rural left-behind junior high school students is carried out to improve their ability to manage time, enhance their academic lf-ef
ficacy and improve their The level of learning input puts forward corresponding educational countermeasures.
Using the "Adolescent Time Management Disposition Scale", "Academic Self-Efficacy Sen Scale" and "Learning Input Scale", 398 rural left-behind junior high school students (one parent left behind 196, two parents stayed behind 202) and 189 non-left-behind Junior high school students, a total of 587 rural junior high school students to conduct rearch. This paper analyzes the time management tendency, academic lf-efficacy and the characteristics of learning input of rural left-behind junior high school students, and analyzes the mediating role of academic lf-efficacy between time management tendency and learning input. The rearch conclusions are as follows:
First, the time management tendencies of rural left-behind junior high school students and their various dimensions are significantly different in grades and class cadres. There is no significant difference in the number of left-behind students in different types of staying, and the first time in the total time management tendency is significantly higher than the third grade. Class cadres are significantly higher than non-class cadres;
Second, the academic lf-efficacy of rural left-behind junior high school students and their various d
imensions are significantly different in grades. There is no significant difference in the number of left-behind students in different types of left-behind students. The first score of academic lf-efficacy is significantly higher than that of the third grade;
Third, the learning input of rural left-behind junior high school students and their various
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dimensions are significantly different in grades. There is no significant difference in the number of left-behind students with different types of left-behind students. The first score of the total score of learning investment is significantly higher than that of the third grade;
范园焱Fourth, there is a significant positive correlation between time management tendencies and academic lf-efficacy in rural left-behind junior high school students, a significant positive correlation between time management tendencies and learning inputs, and a significant positive correlation between academic lf-efficacy and learning input;
Fifth, the time management tendency of rural left-behind junior high school students can positively predict learning input and academic lf-efficacy can positively predict learning input;
Sixth, the academic lf-efficacy of rural left-behind junior high school students has a partial mediating role between time management tendencies and learning inputs.
千组词语
Key words: rural left-behind junior middle school students, time management orientation, academic lf-efficacy, learning engagement
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目 录
摘 要 .................................................... I ABSTRACT ............................................... III 引言 .. (1)
第一部分 文献综述 (3)
1 留守初中生及其研究 (3)
1.1 留守初中生概念界定 (3)
1.2 留守初中生的相关研究 (3)
2 时间管理倾向及其研究 (4)
2.1 时间管理倾向的概念 (4)
2.2 时间管理倾向的测量 (4)
2.3 时间管理倾向的相关研究 (4)
3 学业自我效能感及其研究 (6)
3.1 学业自我效能感的概念 (6)
3.2 学业自我效能感的测量 (6)
3.3 学业自我效能感的相关研究 (6)
4 学习投入及其研究 (8)
4.1 学习投入的概念 (8)
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4.2 学习投入的测量 (8)
4.3 学习投入的相关研究 (9)
5 时间管理倾向、学业自我效能感、学习投入的关系研究 (10)
5.1 时间管理倾向和学业自我效能感的关系研究 (10)
5.2 时间管理倾向和学习投入的关系研究 (10)
5.3 学业自我效能感和学习投入的关系研究 (11)
第二部分 问题提出与研究设计 (13)
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1问题提出 (13)
2 研究目的 (13)
3 研究意义 (14)
3.1 理论意义 (14)
3.2 现实意义 (14)
4 核心概念界定 (15)
第三部分 实证研究 (17)
1 研究目的 (17)
2 研究假设 (17)
贸易经济专业3 方法与程序 (17)
3.1 被试 (17)
3.2 研究工具 (18)
3.3 问卷施测 (18)
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3.4 数据处理 (19)
4 结果与分析 (19)
4.1 农村留守初中生时间管理倾向的特点分析 (19)
4.2 农村留守初中生学业自我效能感的特点分析 (22)
4.3 农村留守初中生学习投入的特点分析 (25)五香酱牛肉的做法
4.4 农村留守初中生时间管理倾向、学业自我效能感和学习投入
之间的相关分析 (28)
4.5 农村留守初中生学业自我效能感在时间管理倾向和学习投入
之间的中介作用 (29)
第四部分 综合讨论 (33)
1 农村留守初中生时间管理倾向的特点分析 (33)
2 农村留守初中生学业自我效能感的特点分析 (36)
3 农村留守初中生学习投入的特点分析 (39)
4 农村留守初中生时间管理倾向、学业自我效能感和学习投入的
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关系分析 (42)
第五部分 研究结论、教育对策与展望 (45)
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