社会与工程心理学研究室知识库

学生的心理契约目前在国内外的研究不多，本文把中学生心理契约定义为中学生与教师、学校双方之间相互责任和期望的感知。以中学生为研究对象，首先采取访谈法和开放式问卷的方法，确定中学生心理契约的内容，据此制定调查问卷，探讨中学生心理契约的因素结构，之后我们研究了不同性别、年级之间的心理契约的差异，心理契约与学习成绩之间的关系。

研究结果表明:第一、中学生心理契约的中学生期望部分包括三个方面:中学生对教师的期望(包括教师的师德与敬业、公平性、亲和性、上课气氛四个因素)、中学生对学校的期望(包括管理、设施、午餐三个因素)、中学生对自己的期望(包括人品、遵规守纪、学习、全面发展、自我成长、身体健康、幸福感七个因素)。

第二，中学生对一教师、学校、自己的期望水平显著高于实际水平，存在差异的项目有:教师的公平性和上课气氛:学校的管理、设施、午餐;中学生自己的人品、遵规守纪、学习、全面发展、身体健康、幸福感。

第三，中学生心理契约中，男生和女生之间存在差异的项目有:教师的师德与敬业、公平性;中学生自己的人品、遵规守纪、全面发展、身体健康、幸福。女生对这些项目的评分均值高于男生。

第四，中学生心理契约三个方面各维度在不同的年级都存在显著差异。

第五，中学生心理契约三个方面各维度之间均显著相关，一学习和幸福感与学习成绩显著相关。回归结果发现，学生的学习、自我成长、幸福感对学习成绩具有显著的预测作用。

In the recent years, there aren't many research concet0ning about psychological contract among students. Psychological contract of middle students assumes the expectations and perceptions of mutual responsibilities between students, teachers and schools. We made it clear the students' expectations on their teachers, schools and themselves by introducing interview and open questionnaire. Applying exploratory factor analysis, psychological contract is addressed in several dimensions. Then we explored the psychological contract differences between various groups and the relationship between academic performance and psychological contract.

Our research has explored the content and the structure of psychological contract among Chinese middle school students, and compared the differences between both gender and grades. We have also identified the relationship between psychological contract and academic performance. We have concluded both theoretical and practical significance of psychological contract of middle school students for teachers and students.

The results indicated that psychological contract among middle school students consist their expectation on their teachers, their schools and themselves. The expectation of students to teachers, including four factors: morality and professionalism of teachers, fairness, affinity, class atmosphere; The expectation of students to school, including three factors: management, facilities, lunch; The expectation of students to themselves, including seven factors: character, rule-discipline, learning, all-round development, self growth, good health and happiness.

Secondly, the exception level of middle school students for teachers, school, themselves were significantly higher than the actual level, there are differences in the projects consist include: fairness of teachers and class atmosphere; management, facilities, lunch of school; character, rule-discipline, learning, all-round development, good health and happiness of students.

Thirdly, psychological contract in middle school students, there are differences between boys and girls, include: fairness, morality and professionalism of teachers; character, rule-discipline, all-round development, good health and happiness. Girls of these projects average score higher than boys.

Fourthly, middle school students of all three aspects of psychological contract dimensions in different grades were significantly different.

Also, Middle school students of various dimensions of psychological contract between the three areas were significantly related to each other. Learning and happiness of student was significantly correlated with academic performance. Regression results found that student learning, self growth and happiness predict their academic performance significantly.