摘要
对于处于学习阶段的青少年来说,学业求助是一种认知策略,同时是一种适应性行为。前人更多地将注意力放在汉族青少年学业求助,而对少数民族青少年探讨得不多。了解少数民族青少年学业求助特点及其影响因素对于有针对性地开展课堂教学具有重要的现实意义。本研究试图探讨藏族青少年学业求助的特点及其与应对方式、教养方式的关系。采用整群分层抽样法在西北民族大学和甘肃两所藏族中学选取藏族学生650人,有效被试621人,其中男生291人,女生330人;初中生239人,高中生241人,大学生141人。采用学业求助问卷、应对方式问卷和教养方式量表进行施测。结果表明:(1)藏族青少年学业求助平均得分为(2.596±0.443),低于理论中值(3分);(2)藏族青少年学业求助得分不存在显著性别差异,但存在显著年级差异(F=21.451,P<0.01),学业求助态度和行为均存在显著年级差异(F=23.251,P<0.01;F=12.690,P<0.01),具体来说,藏族初中学生、大学生的学业求助得分均显著高于高中学生(均P<0.01),性别和年级二因素在求助收益因子、工具性求助因子上的交互效应显著(F=3.234,P<0.01;F=3.110,P<0.01);(3)藏族青少年学业求助与应对方式之间呈显著负相关(P<0.01),而与教养方式呈显著正相关(P<0.01);(4)藏族青少年应对方式和教养方式共同解释学业求助17.5%的变异,其中应对方式中解决问题因子能够解释学业求助12.2%的变异。因此,本研究认为:藏族青少年学业求助居中等偏下水平,男生和女生学业求助具有相似的特点,从初中、高中到大学学业求助表现出由高到低、再由低到高变化的趋势。藏族青少年学业求助更多地受到积极应对方式的影响,应对方式和教养方式能够共同预测藏族青少年的学业求助变化。教育教学过程中要通过积极应对方式来提升藏族青少年学业求助水平,同时也要考虑其他心理因素。
Academic help-seeking is a cognitive strategy and a kind of adaptive behavior during the period of adolescent. Previous studies paid attention to Han students' help-seeking, while neglecting minority students. There is of importance to explore the characteristics and factors of academic help-seeking among minority adolescents, in order to improve classroom instruction. The present study was to explore the characteristic of academic help-seeking and its relationship between coping style and parenting style in Tibetan adolescents. Based on the procedure of random sampling, 621 Tibetan middle school students and college students(male n=291, female n=330) were investigated by Scale of Academic Help-seeking, Coping Style and Parenting Style. The results were showed as follows: a) the average item score of students' academic help-seeking was(2.596±0.443), which was lower than the middle score; b) there was no significant difference of academic help-seeking between genders, while there was significant difference among grades( F=21.451, P<0.01). The scores of Tibetan junior middle school students and college students were significantly higher than that of Tibetan senior middle school students(mean P<0.01),the interaction of gender and grade was significant in the factors of help-seeking earnings and instrumental help-seeking(F=3.234,P<0.01; F=3.110,P<0.01); c) there was negative relationship between subjects' help-seeking and coping style(P<0.01), while positive relationship between help-seeking and parenting style(P<0.01); and d) the subjects' coping style and parenting style would explain 17.5% variance of academic help-seeking, while only the factor of solving problem belong to coping style would interpret 12.2% variance of it. The conclusion is that academic help-seeking of Tibetan adolescents were median and lower than mean level. There was similar characteristic of academic help-seeking between Tibetan genders. The academic help-seeking in Tibetan adolescents changes from high level to low level and then to high level during learning period. The academic help-seeking was always affected by positive parenting style, so instructors should paid attention to positive parenting styles.
引文