华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2021, Vol. 39 ›› Issue (3): 59-70.doi: 10.16382/j.cnki.1000-5560.2021.03.006

• 基础教育 • 上一篇    下一篇

高中生学习动机、学习压力与主观幸福感的阈值研究——以我国东部S省的测评结果为例

王田, 刘启蒙, 罗海风, 刘坚   

  1. 北京师范大学中国基础教育质量监测协同创新中心，北京 100875
  • 出版日期:2021-03-20 发布日期:2021-03-22
  • 作者简介:王田，男，北京师范大学中国基础教育质量监测协同创新中心博士生，专业方向为学科素养测评与提升，在《现代教育技术》《数字教育》等期刊上均发表过学术论文|刘启蒙，男，北京师范大学中国基础教育质量监测协同创新中心博士，专业方向为学科素养测评与提升、数学教育等|罗海风，女，北京师范大学中国基础教育质量监测协同创新中心博士生，专业方向为学科素养测评与提升、数学教育等

Testing the “Thresholds” of High School Students’ Learning Motivation, Learning Pressure and Subjective Well-being: An Example of S Province in East China

Tian Wang, Qimeng Liu, Haifeng Luo, Jian Liu   

  1. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China
  • Online:2021-03-20 Published:2021-03-22

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摘要：

高中生由于面临升学考试的压力，身心健康和幸福体验普遍不高，这一现象受到了社会、学校和家庭越来越多的关注。虽然很多针对减负和激发学生兴趣的政策和措施已经开始施行，但却没有达到预期的效果。本研究利用网络调查问卷对来自我国东部某省的14021名高中生进行调查，选用分段回归模型（PRM）探索学习动机和学习压力与主观幸福感的关系中可能存在的阈值。数据结果显示，学习动机比学习压力对于学生的主观幸福感影响程度更大；高学习动机下的高中生更能够感受到主动学习带给自己的幸福感；对于高中生的减负需要具有差异性，才能够切实提高学习压力较高的学生的主观幸福感。进一步分析发现，学习动机和学习压力对学生主观幸福感的影响并非呈现简单的线性关系，其关系中存在阈值，因此需要重点关注学习动机、学习压力未达标的高中生的学业发展和健康成长。

关键词: 主观幸福感, 学习动机, 学习压力, 高中生, 阈值

Abstract:

High school students are generally believed not to enjoy a high level of physical and mental health and happiness due to the pressure of the College Entrance Examination. This phenomenon has attracted more and more attention from society, schools and families. Although many policies and measures for reducing burdens and stimulating students’ interest have already been implemented, they have not achieved the expected results, indicating that there may be more complicated relationships between learning motivation, learning pressure and subjective well-being than simple correlation. Using the online questionnaire to survey more than 14,000 high school students from a province in east China, the piecewise regression model (PRM) was used to explore the possible thresholds of learning motivation and learning pressure. The results show that learning motivation has more influence on students’ subjective well-being than learning pressure; and high school students with high learning motivation can feel the happiness of active learning. For high school students, it needs to be targeted to effectively improve the subjective well-being of students with higher learning pressure. Besides, it is necessary to focus on the academic development and healthy growth of high school students whose learning motivation and pressure are not up to standard.

Key words: subjective well-being, learning motivation, learning pressure, high school students, threshold