大学生学习压力感特点的实证研究

A practical research on the learning pressure among college students

目的了解大学生学习压力感的特点,为提出相应的教育对策提供实证依据。方法对369名大学生进行施测,运用SPSS11.0for windows XP对所得数据进行分析处理。结果(1)大学生学习压力感受性七个维度由强到弱依次为:学习前景压力、学业竞争压力、学习成效压力、学习气氛压力、课业负担压力、学习条件压力及家庭期望压力;(2)在家庭期望压力感维度上,大一、大三年级的大学生的得分显著高于大二学生(P<0.05);(3)女生在学习前景压力、学业竞争压力、学习成效压力和学习气氛压力四个维度上的得分均显著高于男生(P<0.05,P<0.01,P<0.001);(4)非独生子女大学生在各维度上的得分均显著高于独生子女大学生(P<0.05,P<0.01,P<0.001);(5)除"学习气氛压力"外,志存高远和悲观失望型大学生在其余六个维度上的得分要显著高于安于现状型大学生的得分(P<0.05,P<0.01,P<0.001);(6)家庭条件较富裕的大学生在各个维度上的得分均显著的低于家庭条件一般和较贫穷大学生(P<0.01,P<0.001)。结论大学生学习压力感的年级差异不显著,非独生子女大学生学习压力感显著高于独生子女大学生,不同性别、志向水平、家庭条件的大学生在学习压力感上存在显著差异。

Objective To investigate the college students＇ characteristics of learning pressure feeling （LPF）, as well as to provide substantial evidences for the following educational. Methods Data were collected from 369 college students and were analysed by SPSS11. 0 for the windows XP. Results （1）The seven principal components of LPF in college students in proper order from strong to weak is： Future and prospect pressure, academic competition pressure, learning efficacy pressure, academic atmosphere pressure, schoolwork burden pressure, learning conditions pressure and family expectation pressure; （2）The scores of grade one and grade three students are significantly higher than the scores of grade two students in family expectation pressure principal component; （3）The scores of female students are significantly higher than the scores of male students in four principal components： the future and prospect pressure, the academic competition pressure, the learning efficacy pressure and the academic atmosphere pressure （P 〈 0.05, P 〈 0.01, P 〈 0.001） ; （4） The scores of non- singleton college students are significantly higher than the scores of singleton college students in various principal components （P〈0.05, P 〈 0.01, P 〈 0. 001） ; （5） Analysis showed significant different among the college students of different ambition types in LPF （P 〈 0.05 ,P 〈 0.01 ,P 〈 0. 001） ; （6）The richer college students have the weaker LPF （P 〈 0.01 ,P 〈 0. 001）. Conclusions To total LPF level of college students, there was no significant differences among different grades, to the total and several factors level, certain significant differences existed among different sexes, birth categories, ambition types, and family economic conditions.