摘要
目的:探讨考研学生学业自我概念与压力应对的相关关系。方法:运用郭成的一般学业自我量表和肖计划的应对方式问卷为调查工具,对302位考研学生进行测量。结果:(1)性别差异上,男性的学业自我概念得分显著高于女性(t=2.036,P<0.05);跨考专业情况差异上,非跨考学生学业自我概念得分显著高于跨考学生(t=0.352,P<0.001);专业差异上,不同专业学生在学业自我概念得分上不存在显著差异。(2)压力应对四个因子中,问题解决与求助两个因子上,男性与女性存在统计意义的显著差异(t=4.231,P<0.001;t=2.917,P<0.01),男性面对压力时更倾向于问题解决,而女性则更倾向于求助。在学科差异、是否跨专业两项因素上,学生的压力应对方式没有显著差异。(3)一般学业自我与幻想(r=-0.177,P<0.01)、退避(r=-0.167,P<0.01)呈显著负相关,与问题解决呈显著正相关(r=0.301,P<0.01);学业自我概念中的四个维度均与幻想呈负相关(r1=-0.150 r2=-0.220,P<0.01;r3=-0.122 r4=-0.127,P<0.05),退避与学业能力(r=-0.123,P<0.01)和学业行为(r=-0.241,P<0.01)呈负相关,问题解决与学业自我概念四个维度都呈显著正相关(r1=0.301;r2=0.290;r3=0.276;r4,=0.198;P<0.01)。结论:考研学生的学业自我概念与压力应对方式存在相关关系。
Objective:To explore the relationship between academic self-concept and stress-coping style.Methods:A total of 302 students who are preparing for the postgraduate entrance exams were tested with general academic self scale developedby Guo Cheng and stress-coping style questionnaire as survey tools.Results:(1)In terms of gender difference,the academic self-concept score of male is significantly higher than that of female(t=2.036,P<0.05);In terms of differences in cross-examination majors,noncross-examination students scored significantly higher than cross-examination students(t=0.352,P<0.001);In terms of professional differences,there is no significant difference in academic self-concept among students of different majors.(2)Among the four factors of stress coping,there are statistically significant differences between male and female in the two factors of problem solving and help seeking(t=4.231,P<0.001;t=2.917,P<0.01).Male students are more inclined to problem-solving while female students are more inclined to help-seeking when facing stress.There is no significant difference in students'stress coping styles in the two factors of subject tea and whether they are cross-disciplinary or not.(3)General academic self was negatively correlated with fantasy(r=-0.177,P<0.01)and retreat(r=-0.167,P<0.01),and positively correlated with problem solving(r=0.301,P<0.01);The four dimensions of academic self-concept are negatively correlated with fantasy(r1=-0.150 r2=-0.220,P<0.01;r3=-0.122 r4=-0.127,P<0.05),the withdrawal is negatively correlated with academic ability(r=-0.123,P<0.01)and academic behavior(r=-0.241,P<0.01),and problem-solving is significantly positively correlated with the four dimensions of academic self-concept.Conclusion:There is a correlation between academic self-concept and stress coping styles of postgraduate students.
作者
胡钰涵
徐晓霞
赵菊红
邵陵
HU Yu-han;XU Xiao-xia;ZHAOJu-hong;SHAO Ling(School of Education Science,Sichuan Normal University,Chengdu 610066,Sichuan,China)
出处
《兵团教育学院学报》
2020年第6期30-35,共6页
Journal of Bingtuan Education Institute
关键词
学业自我概念
压力应对
考研学生
general academic self
stress-coping style
college graduate students
