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目的将网络成瘾患者与在校非网瘾初中生的创造力倾向和自我效能感进行对比研究,为网络成瘾者的干预提供依据。方法对61名非网瘾初中男学生(对照组)和65名网游成瘾男患者(研究组)进行创造力倾向量表和自我效能感综合量表的测量,用SPSS13.0进行数据分析。结果对照组的学业自我效能感和自我调节学习效能感均高于研究组(t=2.65,3.61;P<0.01)。其余因子没有显著差异。对照组中除想象力与学业效能感和自我调节学习效能感得分无相关性外,其余创造力倾向与自我效能感各分量表得分均呈显著性正相关(r=0.29~0.50,P<0.01)。研究组仅学业自我效能感与挑战性呈正相关(r=0.25,P<0.0,5),其他自我效能感和创造力倾向之间无相关性。结论网瘾男初中生与在校男初中生相比,表现力学业自我效能感和自我调节学习效能感低。
Objective To compare the creative tendency and self-efficacy of Internet addiction patients and non-addicted school-based junior high school students in order to provide a basis for the intervention of internet addicts. Methods Sixty-one non-addicted male middle school students (control group) and 65 male addicts with online games (study group) were measured with a comprehensive questionnaire of creativity tendency and self-efficacy. SPSS 13.0 was used for data analysis. Results The academic self-efficacy and self-regulating learning efficacy of the control group were higher than that of the study group (t = 2.65,3.61; P <0.01). The remaining factors are not significantly different. In the control group, there was no significant correlation between the scores of creativity and self-efficacy, except for the correlation between imagination and academic performance and self-regulated learning efficacy scores (r = 0.29-0.50, P <0.01) ). There was a positive correlation between academic self-efficacy and challenge in the study group (r = 0.25, P <0.0,5) and no correlation between other self-efficacy and creativity. Conclusion Addiction male junior high school students compared with male middle school students in school, performance academic self-efficacy and self-regulation of learning efficacy is low.