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初中生学业成就感的影响因素研究——基于扎根理论的质性分析

Research on the Influencing Factors of Academic Achievement of Junior High School Students — Qualitative Analysis based on Grounded Theory

Psychology of China / 2025,7(7): 962-966 / 2025-07-31 69 35

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• Authors: 袁鑫宇 邵爱国
• Information:

  苏州科技大学教育学院，苏州

• Keywords:
  Academic achievement; Influencing factors; Qualitative research; Grounded theory
  学业成就感; 影响因素; 质性研究; 扎根理论
• Abstract: An open-ended questionnaire survey was conducted among 232 junior high school students on the theme of “Influencing Factors of Academic Achievement”. Based on grounded theory, the text was encoded at three levels, and the main conclusions are as follows: (1) The factors influencing “junior high school students’ academic achievement” are respectively “exam performance”, “teacher evaluation”, “parent evaluation”, “homework performance”, “parallel comparison”, “positive feedback”, “peer evaluation”, “problem-solving”, “ability assessment”, “goal management”, “knowledge acquisition” and “family support”. The influencing factors of “junior high school students’ academic achievement” can ultimately be summarized into four major aspects: “self-assessment and regulation”, “academic performance and ability development”, “feedback and evaluation”, and “social environment and comparison”. 围绕“学业成就感的影响因素”这一主题，对232名初中生进行开放式问卷调查。基于扎根理论对文本进行三级编码，主要结论如下：（1）影响“初中生学业成就感”的因素分别为“考试表现”“教师评价”“家长评价”“作业表现”“平行比较”“正向反馈”“同伴评价”“难题解决”“能力评估”“目标管理”“知识掌握”和“家庭支持”。（2）“初中生学业成就感”的影响因素最终可归纳为“自我评估与调节”“学业表现与能力发展”“反馈与评价”和“社会环境与比较”四大方面。
• DOI: https://doi.org/10.35534/pc.0707154
• Cite: 袁鑫宇, 邵爱国. (2025). 初中生学业成就感的影响因素研究——基于扎根理论的质性分析. 中国心理学前沿, 7 (7), 962-966.