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目的了解中学生的社会比较特点及其与学业成绩的关系,为开展学生心理健康教育提供参考。方法采用问卷法,调查重庆市某中学392名中学生的社会比较和学业成绩。结果不同学业成绩水平中学生的社会比较倾向差异无统计学意义;学业成绩优异中学生更倾向于上行认同、平行认同的比较方式,而学业成绩较差中学生更倾向于上行对比、下行认同的比较方式。中学生更倾向于作出认同反应,且偏好反映在上行、平行和下行方向上。性别因素在社会比较倾向和具体比较方式上的选择主效应不显著;年级因素在社会比较倾向和某些具体比较方式上主效应显著,表现为中学生的社会比较倾向和对上行认同、平行认同、下行认同的选择随年级上升而趋于降低。结论中学生的社会比较与学业成绩之间存在特定对应关系,应有针对性地开展教育。
Objective To understand the social comparative characteristics of middle school students and their relationship with academic performance, and to provide reference for developing students’ psychological health education. Methods A questionnaire survey was conducted to investigate the social comparisons and academic achievements of 392 middle school students in a middle school in Chongqing. Results There was no significant difference in social tendencies among middle school students at different levels of academic achievement. Middle school students with higher academic performance tended to be in a comparative way of upward identification and parallel identity, while those with poor academic performance tended to be in a comparative way of upward comparison and downward identification. Secondary students are more inclined to make a response, and preferences are reflected in the uplink, parallel and downlink direction. The main effect of gender on social tendencies and specific ways of comparison is insignificant. On the other hand, the grade factor has a significant effect on the social comparative tendency and some specific comparison modes. The main effect of the grade factor is the social preference of secondary school students and the approval of upward approval, parallel approval, The choice of downgrades tends to decrease as the grade increases. Conclusion There is a specific correspondence between the social comparison and academic achievement of middle school students, and education should be carried out in a targeted manner.