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Emend of Learning Self-control Factors About Junior High School Students and Do Experimental Research

Author: ZhangWeiWei
Tutor: ZhangLingCong
School: Zhangzhou Normal University
Course: Applied Psychology
Keywords: Junior high school students Learn self-control Influencing factors Questionnaire Interference Pressure
CLC: B841
Type: Master's thesis
Year: 2011
Downloads: 81
Quote: 0
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Abstract


Learning self-control is the ability of students to adjust their learning behavior according to the social requirements and concepts , it showed two aspects : curricular learning and extra-curricular learning . Learning self-control for a long time , many related research . Prepared on the basis of the literature review , individual interviews junior high school students to learn self-control force influencing factors questionnaire , and as a tool to expand the experimental research and intervention research , the main conclusions : ( 1) the preparation of junior high school students to learn self-control factors influencing questionnaire reliability and validity , but because of the sample size of this study is not big enough , especially sampling a relatively narrow range of large sample test . ( 2 ) junior high school students to learn self-control influence factors there are differences of class , gender , students . Each dimension , the greatest impact dimensions of a junior high school students to learn self-control ; various items , interference and learning the greatest impact pressure of junior high school students to learn self-control , followed by the temptation task the amount of attention . ( 3 ) learning self-control , the main effect of disturbance in attention stability , high self-control , non - interference were that the stability was significantly higher than the low self-control , interference was no main effect of attention stability ; pressure there was interaction between the various factors . (4) the culture of learning and self-control so that the experimental group learning self-control score and each dimension has been significantly improved . The control group were no significant changes . The experimental group self-control low self-control score was a sense of self-control , self-control strategies significantly improve the experimental group, no significant difference before and after the total score and each dimension of self-control subjects and the control group were high self-control .

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