在中挪威的学术高级中学课程中,对学校工作压力的变化进行了横截面研究
Vegard Johansen1, Ingvild Røsand1
1Norwegian University of Science and Technology, Trondheim, Norway.
Scandinavian journal of public health
|April 10, 2024
概括
学生的学校工作压力在各个班级之间有很大差异,女孩报告压力水平更高. 课堂环境,特别是掌握和表现的气候,影响压力,强调需要支持性的学术环境.
科学领域:
- 教育心理学教育心理学
- 青少年健康 青少年健康
- 教育社会学教育的社会学
背景情况:
- 学校工作压力是学术高级中学学生的一个重要问题.
- 了解导致这种压力的因素对于学生的福祉和学业成功至关重要.
研究的目的:
- 调查学术高中学生在学校工作压力的变化.
- 检查学业压力与课堂目标定向,学业成绩,性别和家长教育之间的关系.
主要方法:
- 对1511名高中学术课程的学生进行了横截面调查.
- 多层次建模被用来分析学校课堂层面对学业压力的影响.
- 学校工作压力是用复合度量 (alpha = 0.81) 来衡量的.
主要成果:
- 平均学校工作压力评分是4.0在6分级,大约一半的学生报告高压力.
- 女孩报告的学校工作压力明显高 (平均值=4.3) 比男孩 (平均值=3.6).
- 课堂目标导向与学业压力有关,掌握气候与较低的压力和绩效气候与较高的压力有关.
结论:
- 在学校班级之间,学校工作压力存在显著差异.
- 以掌握为导向的教室与减少学业压力相关,而以绩效为导向的教室与增加的压力相关.
- 个人特征,特别是性别,是导致学业压力变化的主要因素.
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