初一学生学习成绩不良多因素回归分析

梁军林　孙录　刘珍妮　全东明

　　【摘　要】　目的：探讨影响初一学生学习成绩的相关因素。方法：用瑞文智力测验、父母教养方式问卷、智力成就责任感问卷、艾森克个性问卷、自编的家庭环境调查表对乐昌市234名初一学生进行对照研究。结果：差生与优生在性别、年龄、父母亲职业、家庭居住地、智力水平、父母教养方式、心理控制源的内控性方面有显著性差异(P＜0.05或0.01)。Logistic逐步回归分析得出与学习成绩不良有关的相关因素是年龄、性别、父亲惩罚严厉教养方式、母亲情感温暖理解教养方式、智力水平。结论：学生学习成绩不良与多种因素有关，除了智力因素以外，还与家庭环境、父母养育方式等心理社会因素密切相关。
　　【关键词】　初中生　学习成绩　影响因素　Logistic　回归分析

Multi-factorial Analysis of Bad Learning Achievements in Junior Middle School Students

Liang Junlin, Sun Lu, Liu Zhenni, et al.
The Third People s Hospital of Yuebei, Lechang, Guangdong Province,CHINA 512200

【Abstract】Objective: To explore the related factors influencing learning achievements of junior middle school students. Methods: A total of 234 junior middle school students were randomly selected from four local schools and were divided into two groups based learning achievements. Both groups were assessed by CRT, EMBU (Egma Minnenav Bardndosna Uppforstran), IAR, Eysenck Personality Questionnaire and self-designed family environment questionnaire. The results were analyzed by logistic regression. Results: There were significant differences in gender, age, parents occupation, home location, IQ, EMBU and IAR-I between two groups (p<0.05 or p<0.01). Logistic step-by-step regression analysis showed that the factors related to bad learning achievements were age, gender, father s severe punishment, mother s emotion warmth and understanding, and IQ. Conclusions: Bad learning achievements of middle school students are related to multiple factors, including not only intellectual factors but also psychosocial factors such as family environment and parents rearing styles.
　　【Key words】 junior middle school student　learning achievement　influencing factors　logistic regression analysis

　　学习是一个复杂的过程，其效果除了受智力因素的影响外，还受到非智力因素的影响。国内有关中小学生学习成绩及其影响的研究报道由于各个研究的方法和角度不同，所得的结果也各不一样［1-3］。为了进一步探讨初中低年级学生学习成绩不良的影响因素，我们进行了此研究。

对象和方法

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