中小学生学习适应的调查研究——以上海H区为例
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摘要
本文是在上海市H区1535名学生中使用《学习适应量表(LAS)》进行学习适应情况的调研报告。被试是小学四年级至高中一年级学生,从学习方法、学习习惯、学习态度、学习环境和身心适应五个方面测量学生的学习适应情况。使用结果表明:(1)学习适应量表(LAS)具有良好信效度;(2)全体学生的全量表总分T分均数为54.35,近90%的学生学习适应达到中等及以上水平,约16%的学生学习适应水平优秀,10%左右的学生有不同程度的学习适应不良;(3)四年级女生在学习适应各维度上均优于男生,高一女生在学习适应个别维度上优于男生,其他年级没有表现出显著的性别差异;(4)随着年级的升高,学生学习适应的绝对水平有降低的趋势;(5)有必要进一步制定LAS的全国常模,为更广范围的中小学生学习适应性研究提供有效的工具。
This research is a survey report on learning adaptation using Learning Adaptation Scale(LAS) among 1535 students in H district of Shanghai.The participants are students from grade four of primary school to grade one of high school. LAS includes five dimensions which are learning method, learning habit, learning attitude, learning environment and physical and mental adaptation.The results show that (1)LAS has satisfied reliability and validity.(2) The average T score of the full score of all students is 54.35, with nearly 90% of the students at or above medium level, about 16% of the students having excellent learning adaptation, and about 10% of the students having poor learning adaptation.(3) Female students in grade 4 of primary school are superior to male students on all dimensions of learning adaptation, while female students in grade 1 of high school are superior to male students on some dimensions of learning adaptation, and there is no significant gender difference in other grades.(4) As the grade increases, the absolute level of students' learning adaptation tends to decrease.(5) It's necessary to formulate the national norm of LAS which can measure learning adaptation of primary and middle school students effectively.
This research is a survey report on learning adaptation using Learning Adaptation Scale(LAS) among 1535 students in H district of Shanghai.The participants are students from grade four of primary school to grade one of high school. LAS includes five dimensions which are learning method, learning habit, learning attitude, learning environment and physical and mental adaptation.The results show that (1)LAS has satisfied reliability and validity.(2) The average T score of the full score of all students is 54.35, with nearly 90% of the students at or above medium level, about 16% of the students having excellent learning adaptation, and about 10% of the students having poor learning adaptation.(3) Female students in grade 4 of primary school are superior to male students on all dimensions of learning adaptation, while female students in grade 1 of high school are superior to male students on some dimensions of learning adaptation, and there is no significant gender difference in other grades.(4) As the grade increases, the absolute level of students' learning adaptation tends to decrease.(5) It's necessary to formulate the national norm of LAS which can measure learning adaptation of primary and middle school students effectively.
引文
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[2]聂衍刚,郑雪,张卫.中学生学习适应性状况的研究[J].心理发展与教育, 2004(1):23-28.
[3]王惠萍,李克信,时建朴.农村初中生学习适应性发展的研究[J].应用心理学,1998(1):49-54.
[4]宋广文.中学生的学习适应性与其人格特征、心理健康的相关研究[J].心理学探新,1999,19(1):44-47.
[5]王佩丹,郭楚如,林勇强.学习适应性与学习成绩的关系[J].中国健康心理学杂志,2004,12(3):228-228.
[6]姜能志.高中生学习适应与学习成绩的关系[J].中国健康心理学杂志, 2015(7):1015-1018.
[7]周广亚.大学生自我控制、学习适应与生活满意度的关系[J].中国健康心理学杂志,2011,19(11):1394-1396.
[8] Chemers, Martin M., Hu, Litze, Garcia, Ben F.. Academic self-efficacy and first year college student performance and adjustment[J].Journal of Educational Psychology, 2001,93(1):55-64.
[9]戴育红.小学生学习适应性的研究[J].教育导刊月刊,1997(1):15-17.
[10]杨广兴,幺青.小学生学习适应性的实验研究[J].社会心理科学, 2000(z1):35-37.
[11]田澜,张大均.重庆某小学409名学生学习适应性问题调查[J].中国学校卫生, 2004,25(1):23-24.
[12]李玲,李辉,廖全明,等.昆明市某小学学生学习适应性发展的研究[J].中国健康心理学杂志,2005, 13(02):50-52.
[13]白晋荣,刘桂文,郭雪梅.中学生学习适应性的研究[J].心理科学进展,1997,15(2):61-64.
[14]戴育红.中学生学习适应性的研究[J].教育导刊,1997(11):24-26.
[15]马月芝.学习适应量表(增订版)在上海地区的修订与应用研究[D].上海:华东师范大学,2005.
[16]陈锦.上海市初中生学习适应性的调查[J].中国组织工程研究, 2007,11(52):10592-10594.
(1)在学校机房使用上海金羽心理测量和教育发展中心研制的LAS计算机测试软件(局域网)进行测试。
[2]聂衍刚,郑雪,张卫.中学生学习适应性状况的研究[J].心理发展与教育, 2004(1):23-28.
[3]王惠萍,李克信,时建朴.农村初中生学习适应性发展的研究[J].应用心理学,1998(1):49-54.
[4]宋广文.中学生的学习适应性与其人格特征、心理健康的相关研究[J].心理学探新,1999,19(1):44-47.
[5]王佩丹,郭楚如,林勇强.学习适应性与学习成绩的关系[J].中国健康心理学杂志,2004,12(3):228-228.
[6]姜能志.高中生学习适应与学习成绩的关系[J].中国健康心理学杂志, 2015(7):1015-1018.
[7]周广亚.大学生自我控制、学习适应与生活满意度的关系[J].中国健康心理学杂志,2011,19(11):1394-1396.
[8] Chemers, Martin M., Hu, Litze, Garcia, Ben F.. Academic self-efficacy and first year college student performance and adjustment[J].Journal of Educational Psychology, 2001,93(1):55-64.
[9]戴育红.小学生学习适应性的研究[J].教育导刊月刊,1997(1):15-17.
[10]杨广兴,幺青.小学生学习适应性的实验研究[J].社会心理科学, 2000(z1):35-37.
[11]田澜,张大均.重庆某小学409名学生学习适应性问题调查[J].中国学校卫生, 2004,25(1):23-24.
[12]李玲,李辉,廖全明,等.昆明市某小学学生学习适应性发展的研究[J].中国健康心理学杂志,2005, 13(02):50-52.
[13]白晋荣,刘桂文,郭雪梅.中学生学习适应性的研究[J].心理科学进展,1997,15(2):61-64.
[14]戴育红.中学生学习适应性的研究[J].教育导刊,1997(11):24-26.
[15]马月芝.学习适应量表(增订版)在上海地区的修订与应用研究[D].上海:华东师范大学,2005.
[16]陈锦.上海市初中生学习适应性的调查[J].中国组织工程研究, 2007,11(52):10592-10594.
(1)在学校机房使用上海金羽心理测量和教育发展中心研制的LAS计算机测试软件(局域网)进行测试。