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目的探讨高三学生社会适应能力的影响因素及其关系。方法采用社会适应能力量表、青少年时间管理倾向量表、自编主观成功感量表及学习满意度量表对402名重点高中的高三学生进行调查研究。结果①社会适应能力与时间管理倾向、主观成功感、学习满意度存在显著相关(r=0.262~0.430,P<0.01);应届生和复读生在社会适应能力存在显著差异(t=-2.661,P<0.01);主观成功感,学习满意度,时间管理倾向存在性别差异(t=2.668,P<0.01;t=1.987,P<0.05;t=-2.521,P<0.01),学习满意度存在文理科差异(t=3.040,P<0.01);②主观成功感,时间监控观和时间效能感对社会适应能力有显著预测作用(β=0.178~0.224,P<0.01);路径分析结果表明,有6条路径显著影响社会适应能力(P<0.01~0.001),时间管理倾向与主观成功感在学习满意度与社会适应能力之间起着中介作用。结论高三学生的时间管理倾向、主观成功感及学习满意度对他们的社会适应能力产生了影响。
Objective To explore the influencing factors and their relations of senior high school students’ social adaptability. Methods A total of 402 high school senior high school students were investigated by using social adaptive ability scale, adolescent time management tendency scale, self-made subjective success scale and learning satisfaction scale. Results ① There was a significant correlation between social adaptive ability and time management tendency, subjective sense of success, and learning satisfaction (r = 0.262-0.430, P <0.01). There was significant difference between social adaptation ability and social adaptation ability (t = -2.661, P <0.01). There was a gender difference in subjective sense of success, learning satisfaction and time management preference (t = 2.668, P <0.01; t = 1.987, P <0.05, t = -2.521, P <0.01) (T = 3.040, P <0.01). ② The subjective sense of success, time monitoring and time efficacy had significant predictive effects on social adaptability (β = 0.178-0.224, P <0.01). The results of path analysis showed that, There are 6 paths that significantly affect social adaptability (P <0.01 ~ 0.001). Time management orientation and subjective sense of success play an intermediary role between learning satisfaction and social adaptability. Conclusions The senior students’ time management tendency, subjective sense of success and learning satisfaction have an impact on their social adaptability.