| 中文题名： | 马拉维利隆圭青少年学生对社会支持和学业自尊的认知。 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 英文 |
| 学科代码： | 040104 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 教育学硕士 |
| 学位类型： | |
| 学位年度： | 2021 |
| 校区： | |
| 学院： | |
| 研究方向： | Social Support |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2021-06-08 |
| 答辩日期： | 2021-05-25 |
| 外文题名： | PERCEPTIONS OF SOCIAL SUPPORT AND ACADEMIC SELF-ESTEEM AMONG ADOLESCENT STUDENTS IN LILONGWE, MALAWI. |
| 中文关键词： | |
| 外文关键词： | social support ; self-esteem ; academic self-esteem ; adolescent |
| 中文摘要： |
研究人员观察到的关于社会支持和学术自尊的大多数证据都是定量的。对两个变量之间关系的统计分析缺乏关于使关系完好的因素的额外信息。目前的研究调查了马拉维利隆圭青少年学生对社会支持和学业自尊的看法。为了解决社会支持及其对学术自尊的影响研究中的这种质的差距，本文采用了一种定性的分析方法。雪球抽样用于选择中学青少年学生。根据研究结果，青少年学生得出结论，社会强化对他们的学业自尊有显着贡献，它是他们自信和完成任务能力的动力。这对他们的成功有积极的影响。家长被青少年学生视为社会支持的主要来源。当青少年向老师、父母和同龄人寻求帮助时，存在性别差异。女性社会支持提供者比男性社会支持提供者更容易为女孩服务。对于男孩来说，男性和女性社会服务提供者都被认为是提供援助的平易近人。在这些渠道之一不存在或无法提供社会支持的情况下，结果表明，社会支持由可互换的相同网络和/或父母、教师和同伴网络之外的其他网络补偿。然而，人们发现绝大多数文献都以积极的方式描绘了社会救助。也就是说，正如目前的研究调查的那样，可以在没有任何限制或障碍的情况下获得社会帮助。支持来源的可用性和意愿、社会文化影响以及缺乏社会支持都给青少年学生带来了挑战。报告最后提出了进一步研究的建议和建议。 |
| 外文摘要： |
The majority of evidence on social support and academic self-esteem as observed by the researcher is quantitative. The statistical analyses on the relationships between the two variables lack extra information on the factors that place the relationship intact. The current research investigates the perceptions of social support and academic self-esteem among adolescent students in Lilongwe, Malawi. In attempting to address this qualitative gap in the study of social support and its effect on academic self-esteem, the thesis employs a qualitative analysis approach. Snowball sampling was used in selecting secondary school adolescent students. According to the results, adolescent students concluded that social reinforcement contributes significantly to their academic self-esteem by serving as a motivator for their self-confidence and ability to complete a mission. It has a positive impact on their success. Parents are seen by adolescent students as the primary source of social support. As teenagers sought help from teachers, parents, and peers, there was a gender difference. Female social support providers are more approachable than male social support providers for girls. For boys, both male and female social service providers are perceived as approachable for provision of assistance. In the absence or inability of one of these outlets to provide social support, the results showed that social support is compensated by the same networks interchangeably and/or other networks outside the parent, teacher, and peer networks. However, it was discovered that the vast majority of literatures portrayed social assistance in a positive light. That is, social help can be accessed without any restrictions or obstacles, as the current study investigated. The availability and willingness of support sources, socio-cultural influences, and a lack of social support all pose challenges to adolescent students. The report concludes with suggestions for further research and recommendations.
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| 参考文献总数： | 63 |
| 作者简介： | Memory Chipeta is my name. I was born, raised up and got most part of my primary, secondary and undergraduate education in Malawi. |
| 馆藏号： | 硕040104/21033 |
| 开放日期： | 2022-06-22 |
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