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1、摘 要学习适应性是指学生自身根据内外学习条件的变化结合自己的学习需要，努力调整自身的学习心理和行为，使其与不断变化的学习条件和学习环境相协调，并促进学习发展的一种心理能力。目前国内中学生学习适应不良存在着较高的检测率，有相当一部分中学生存在学习适应性不良的问题，如何提高这部分学生的学习适应性水平，是当前中学教育需要解决的问题。自我是人格的核心成分，在人格的形成和健全发展上起着整合作用。它既能影响个体的行动、思维和情感，又能影响个体对生活目标的追求和个体适应新情境的方式。众多研究表明学业自我影响学生的学习行为，与学习成绩有显著的正相关。因而，我们认为学业自我概念应当和学习适应性存在密切的关系。本
2、研究试图通过考察不同性别、不同年级、不同学校的初中生的学业自我概念、学习适应性的特点及其相互关系，寻找提高初中生学习适应性的方法。本文采用学习适应性量表和学业自我概念量表，对河南省不同地区的494名学生进行调查研究，探讨了初中生学习适应性、学业自我概念的特点及其之间的相互关系，并得出如下结论。第一，当今初中生的学习适应性和学业自我概念的发展水平整体不高，特别是学习方法、学业能力方面的发展水平；第二，不同性别、不同年级、不同类别的初中生的学习适应性与学业自我概念存在显著差异。女生的适应性好于男生；低年级的学习适应性和学业自我概念高于高年级，呈现随年级升高而下降的趋势；市级学校的学生学习适应性和学
3、业自我概念要高于县级和省级的；第三，学业自我概念各维度与学习适应性各维度存在显著的正相关。学业自我概念能显著预测学习适应性，其中以学业行为和学业体验对学习适应性的解释量最大。关键词：学习适应性，学业自我概念，初中生，启示47ABSTRACTLearning adaptability is a kind of psychological ability which a learner who conjunct his needs on bease of the changing conditions can adjust his learning psychology and behavior,
4、 keep consistent with changing learning conditions and promote learning development. At present, there are higher bad detection rate on learning adaptability in middle school students, quite a few of middle students learning adaptability are worse. How to improve their learning adaptability is an ur
5、gent problem which must be solve for middle school Education. Self is the core component of personality, it plays an integration role on the personality of healthy formation and development. It can not only affect the individuals actions, thoughts and feelings, but also affect the individual to purs
6、uit of goals for life and adapt to new situations ways. Many studies show that the academic self-concept can impact academic behavior, and there are remarkable correlational dependence between academicself-concept and academic achievement. So, we thought that learning adaptation should have close re
7、lationship with academic self-concept. By studying the characteristics of learning adaptation and academic self-concept and their relationship for junior students in different sexes, grades and distinction, the method for improving the learning adaptation are discussed in this paper. The tools used
8、in investigation are test of learning adaptation compiled by Han hongwei and the questionnaire of academic self-concept by Guo cheng. 494 junior students from l-3 Grades in different areas of Henan province are investigated. The correlations between learning adaptation and academic self-concept for
9、junior students are discussed. And conclusions are as follow:First, The whole development level of the studentslearning adaptation and academic self-concept are not well.The worst level are in learning ways and learning ability.Second, Junior students of different sexes, different grades, different
10、distinction have significant difference in learning adaptation and academic self-concep. Female students have better learning adaptability than male students.students of lower grades have better academic adaptability and academic self-concep than those of higher grades. Learning adaptability and aca
11、demic self-concep have a lowering tendency in students of different school years. Students of municipal shool have better learning adaptation and academic self-concep than those of county and provincial schools.Third, There is close relativity between the learning adaptability and academic self-conc
12、ep of junior students. Academic self-concept have a significance prediction on learning adaptationLearning behavior and learning experience could interpert a considerable effect of learning adaptability.KEY WORDS: learning adaptability, academic self-concep, junior students, enlightenment目 录摘 要IABST
13、RACTIII引 言11 文献综述31.1 学习适应性的研究综述31.1.1学习适应性研究的理论基础31.1.2 学习适应性的概念界定31.1.3 国内外关于学习适应性影响因素研究41.1.4 学习适应性的差异研究61.1.5 应用性研究81.1.6 学习适应性的测量工具及其维度91.2 学业自我概念的研究综述91.2.1学业自我概念的界定91.2.2 学业自我概念和学业自我效能101.2.3 学业自我概念的测量工具111.2.4 学业自我概念的相关研究121.3 学业自我概念与学习适应的关系132 问题的提出152.1 已有研究的不足152.2 问题的提出152.3 研究的意义162.3.1
14、 理论意义162.3.2 实践意义162.4 研究设计162.4.1 研究目的162.4.2 核心概念界定172.4.3 研究框架173 研究一 学习适应性量表的预测分析193.1 研究目的193.2 理论设想193.3 研究方法193.3.1 被试193.3.2 研究工具193.3.3 数据处理193.4 结果与分析203.4.1 预测样本项目的鉴别度检验203.4.2 信度检验204 研究二 学习适应性和学业自我概念的水平特点214.1 研究目的214.2 研究假设214.3 研究方法214.3.1 被试214.3.2 研究工具214.3.3 研究过程214.3.4 数据处理224.4 结
15、果分析224.4.1 人口统计学变量的描述统计224.4.2 初中生学习适应性与学业自我概念的总体状况224.4.3 人口统计学变量的差异分析235 研究三 学业自我概念和学习适应性的关系研究275.1 研究目的275.2 研究假设275.3 研究方法275.3.1被试275.3.2研究工具275.3.3 数据处理275.4 结果与分析275.4.1学业自我概念和学习适应性的相关关系275.4.2 初中生学业自我概念对学习适应性回归分析286 讨论及其教育启示316.1 初中生学习适应性与学业自我概念的总体状况分析316.1.1初中生学习适应性的总体状况316.1.2初中生学业自我概念的总体状况316.2初中生学习适应性与学业自我概念的发展特点326.2.1初中生学习适应性与学业自我概念的性别差异分析326.2.2初中生学习适应性与学业自我概念的年级差异分析326.2.3 初中生学习适应性与学业自我概念的不同学校类别差异分析336.3 学业自我概念和学习适应性之间的关系346.4 研究结果对教育的启示357 结论与展望39
