初一学生学习成绩不良多因素回归分析

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名实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

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

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