The Questionnaire Compiled Of Psychological Resistance In The Process Of Senior School Education

The psychological resistance in the process of senior school education, which is featured as resistance to educators, education content, education form, education process, the education strategy, is a kind of rejection to the changes of some behaviors and cognition induced by education which usually represent as exclusion behaviors and aversion. The researches on the psychological resistance in the process of senior school education mainly focused on three aspects:1 the direct research on the psychological resistance in the process of senior school education; 2 the researches about the psychological resistance in the aspect of moral education; 3 the research about the psychological resistance in other aspects. It is priceless to pay attention to the problem of psychological resistance in the process of senior school education, since it not only can supply empirical evidence to education in the way of mental strategy to eliminate the psychological resistance and elevate the senior education quality, but also enrich and develop the theory of mental education though the approach of finding out the reason, essence and function mechanism and countermeasure of psychological resistance in our further research since it is inevitable and common to have psychological resistance in the process of education。Our research is mean to construct the dimensions of psychological resistance in the process of senior education, compiled "the Questionnaire of Psychological Resistance in the process of senior school education", and discuss the features of psychological resistance in the process of senior education in order to supply some theoretical guidance and specific strategies for teachers in senior school to recognition and deal with the problem of psychological resistance.Based on the summarizing literatures, open questionnaire and expert advice, we hypothesized that there are four dimensions which are language resistance, negative resistance, avoidance resistance and traits resistance, and compiled the primary questionnaire of psychological resistance. We investigated 198 senior students with primary questionnaire and completed senior questionnaire after exploratory factor analysis, we investigated 757 senior students with senior questionnaire and completed formal questionnaire after exploratory factor analysis. The formal questionnaire is constituted with four dimensions:language resistance, negative resistance, avoidance resistance and traits resistance with 25 questions. The Cronbach's alpha of formal questionnaire is 0.857 which represents a good validity of the formal questionnaire, and the correlation coefficient matrix and confirmatory factor analysis show that the structure of questionnaire is consistent with request. The related with verified《Scale of Teacher-Student relationship》,《Scale of Anxiety Character》showed a good validity of our questionnaire. We analyzed the features of psychological resistance in the process of senior education found that:(1)The psychological resistance in the process of senior education is a mental structure with multi-level multidimensional represents as four dimensions which are language resistance, negative resistance, avoidance resistance and traits resistance.(2) The questionnaire of psychological resistance in the process of senior education which is based on the theory of psychological resistance has a good reliability and validity to be an appropriate tool to measure psychological resistance.(3) The psychological resistance in the process of senior education of senior students have significant differences in the levels of Gender, grade, learning achievements overall self assessment, class sources, whether for Party members and subject representatives. In the aspect of gender, there is significantly higher score in boys in the dimensions of language resistance, negative resistance avoidance resistance, but not in the dimensions of traits resistance. In the aspect of grade, there is significantly higher score in senior students in psychological resistance compare with primary students. There exist two turning points in adolescence and sophomore in high school. In the aspect of credit of self report, with the rise of psychological impedance grades weakened gradually. In the aspect of whether the students come from Key class or not, there is significantly higher score in normal classes in the dimensions of language resistance and avoidance resistance compare with key classes. In the aspect of whether be a leader in class, there is significantly higher score in non-leaders in the dimensions of language resistance, negative resistance and avoidance resistance compare with leaders, but not in the dimensions of traits resistance. There are no significant differences in subjects, come from city or rural, unattended children or not.