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职校学生一直Z都被视为一个特殊的学习群体,他们在不同程度上表现出学习困难,厌学甚至弃学的不良状况。故以职校学生为研究对象,探讨感知的学校气氛对其学习投入的影响机制。具体结论为职校学生在学习投入方面存在着显著的年级差异;职校学生在感知的学校气氛的师生关系维度、学业压力维度以及发展的多样性维度方面存在着显著的年级差异;学校气氛和学习投入之间具有显著的相关关系,且感知的学校气氛能够在一定程度上预测学生的学习投入。
Vocational school students have always been regarded as a special learning community Z, to varying degrees, they show difficulties in learning, tired of learning or even give up the bad situation. Therefore, the study of vocational school students, to explore the impact of perceived school atmosphere on their learning input mechanism. The specific conclusion is that there is a significant grade difference in terms of learning input among vocational school students; there is a significant grade difference in the relationship between teachers and students, the academic stress and the diversity of development in the perceived school atmosphere; And learning input has a significant correlation between, and perceived school atmosphere to a certain extent, predict students’ learning input.