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目的了解小学生学习成绩的影响因素,为制订提高学习成绩的矫治措施提供依据。方法对西安市7个区各随机抽取一个学校,每个学校抽取四、五、六年级各两个班,采用龚耀先修订的艾森克个性问卷(EysenckPersonality Questionnaire,EPQ)(儿童用)和自编的一般情况调查表2000份进行调查。将结果进行单因素分析、多元相关分析和多元逐步回归分析。结果对学习成绩有显著影响的因素有:学校(r=-0.114)、住所(r=0.096)、班干部(r=-0.24)、自我成绩评价(r=-0.532)、父母文化程度(r分别为0.208、0.180)、父母职业(r分别为0.089、0.120)、家庭类型(r=0.060)、父母关系(r=-0.132)、P(r=-0.136)、E(r=0.163)、N(r=-0.161)、L(r=0.069);多元逐步分析有6个因素进入回归方程:自我成绩评价、班干部、父亲文化程度、学校、P(Psychoti-cism,精神质)、N(Neuroticism,神经质或情绪的稳定性)。结论小学生学习成绩受多种因素影响,应采取综合干预措施促进学习成绩的提高。
Objective To understand the influencing factors of pupils’ academic performance and provide the basis for making corrective measures to improve their academic performance. Methods One school was randomly selected in each of the seven districts of Xi’an. Each school sampled two classes of Grade Four, Grade Five and Grade Six. The Eysenck Persistence Questionnaire (EPQ) (for children) and self-revision 2000 general survey questionnaire. The results of univariate analysis, multivariate correlation analysis and multiple stepwise regression analysis. The results of the study have significant impact factors: school (r = -0.114), domicile (r = 0.096), class cadres (r = -0.24), self-evaluation (r = -0.532), parental education (R = -0.136), P (r = -0.136), E (r = 0.163), P <0.05, P < (R = -0.161), L (r = 0.069). There are six factors in the multiple stepwise regression into the regression equation: self-achievement evaluation, class cadre, father’s education, school, psychoticism P, (Neuroticism, neurotic or emotional stability). Conclusion Primary school students’ academic performance is affected by many factors. Comprehensive intervention measures should be taken to promote the improvement of academic performance.