青春期学生的学习动机与孤独感关系调查
A Study on the Relationship between Learning Motivation and Loneliness of Adolescent Students
DOI: 10.12677/AP.2022.129369, PDF,   
作者: 刘晓翠：重庆师范大学，重庆
关键词: 青春期；学习动机；孤独感；Adolescence； Learning Motivation； Loneliness
摘要: 目的：探讨青春期学生的学习动机、孤独感水平，以及他们之间的相关关系，以期为青少年孤独感的减少以及学习动机的增强提供新的视角，提高该群体的心理健康水平。方法：以孤独量表(UCLA)、中学生学习动机量表(MSMT)作为测评工具对贵州兴义市某中学460名初中学生进行调查分析。结果：不同年级的学生的“学习动机过弱”和“孤独感”存在显著差异，七、九年级的学生的学习动机弱于八年级学生；九年级学生的孤独感显著高于七年级和八年级学生；学生的学习动机及孤独感无显著性别差异。此外，学习动机中的三个维度，即“学习动机过弱”和“学习兴趣困扰”、“学习目标困扰”和孤独感存在显著正相关。结论：教师在日常教学管理过程中，应重点调动七年级和九年级学生的学习动机，在关注学生孤独感时教师应重点关注九年级学生。
Abstract: Objective: To explore the levels of learning motivation and loneliness among adolescent students and the correlation between them, to provide a new perspective for the reduction of loneliness and the enhancement of learning motivation among adolescents, and to improve the mental health of this group. Methods: The Loneliness Scale (UCLA) and the Middle School Students’ Motivation to Learn Scale (MSMT) were used as assessment tools to investigate and analyze 460 middle school students in a middle school in Xingyi, Guizhou. Results: There were significant differences in “weak motivation” and “loneliness” among students in different grades, with students in grades 7 and 9 having weaker motivation than students in grade 8; Students in grade 9 had significantly higher loneliness than students in grades 7 and 8. There was no significant gender difference in students’ motivation and loneliness. In addition, the three dimensions of motivation, namely “weak motivation” and “disturbed interest in learning”, “disturbed goal in learning” and loneliness, were significantly and positively correlated. Conclusion: Teachers should focus on motivating 7th and 9th graders in their daily teaching management process and should focus on 9th graders when paying attention to students’ loneliness.
文章引用：刘晓翠 (2022). 青春期学生的学习动机与孤独感关系调查. 心理学进展, 12(9), 3068-3074. https://doi.org/10.12677/AP.2022.129369

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