初中生学业情绪现状及其内部影响因素研究

发布时间：2018-03-10 18:31

本文选题：学业情绪　切入点：初中生　出处：《东北师范大学》2011年硕士论文　论文类型：学位论文

【摘要】：学业情绪是指不受具体的时间、地点、对象的限制,在进行学习活动时所产生的以及与学业成绩相关的一系列内部情绪体验,包括自豪、焦虑、厌倦等。学业情绪在学生的学习生活中普遍存在且至关重要,它不仅对学习行为、学习成绩产生直接影响,而且会对学生的心理健康水平产生一定影响。本研究在研究初中生学业现状的同时,对初中生学业情绪内部影响因素进行了研究。研究结果对初中生学业情绪的调控以及适当辅导提出了一些建议和设想,为教学实践提供一定的理论支持和参考,为以后的同类研究提供可以借鉴的资料。本研究以长春市内一所普通初中和一所重点初中的365名学生为研究对象,研究结果表明: (1)初中生在学业情绪上不存在显著的性别差异。 (2)初中生在学业情绪上存在着显著的年级差异,初一年级学生体验到的消极低唤醒情绪明显少于初二、初三学生,初一学生比初三学生体验到更多的积极低唤醒情绪。初二学生体验到的消极低唤醒情绪最多,特别是沮丧和厌倦情绪。 (3)初中生在学业情绪上存在着显著的学校差异,普通初中生体验到的消极高唤醒情绪显著高于重点初中学生,重点学校学生体验到的自豪情绪显著高于普通学校学生体验到的自豪情绪,重点学校学生体验到的羞愧情绪显著低于普通学校学生体验到的羞愧情绪。 (4)内部归因与积极高唤醒情绪显著正相关,与积极低唤醒学业情绪显著负相关,与其它维度学业情绪相关不显著,其中,自豪、高兴、希望、平静、放松情绪与内部归因显著正相关。重要他人归因与学业情绪各个大维度相关不显著,重要他人归因与高兴情绪显著负相关。未知方归因与学业情绪大维度相关不显著。 (5)自我意识与学业情绪相关不显著。但是,自豪情绪与能力自我、班级自我显著正相关,焦虑情绪与能力自我、班级自我、家庭自我、躯体自我显著负相关,羞愧情绪与家庭自我显著正相关,厌倦情绪与班级自我显著负相关。 (6)掌握目标与消极低唤醒学业情绪显著负相关。 (7)对学业重要性认知与积极低唤醒情绪显著负相关,与消极高唤醒情绪显著正相关。
[Abstract]:Academic emotion refers to a series of internal emotional experiences, including pride and anxiety, which are not limited by specific time, place, and object, and are generated in the course of learning activities and related to academic achievement. Boredom and so on. Academic emotion is common and important in students' study and life. It not only has a direct impact on learning behavior and academic achievement, And it will have a certain impact on the mental health of the students. This paper studies the internal influencing factors of junior high school students' academic emotion. The results of the study put forward some suggestions and assumptions for the regulation and regulation of junior high school students' academic emotion and appropriate guidance, which provides certain theoretical support and reference for teaching practice. This study takes 365 students of a general middle school and a key middle school in Changchun as the research objects. The results show that:. 1) there is no significant gender difference in academic emotion of junior high school students. 2) there is a significant grade difference in the academic emotion of junior high school students, and the negative low arousal emotion experienced by junior high school students is obviously less than that of the second and third grade students. The first grade students experienced more positive low arousal emotions than the third grade students, and the second grade students experienced the most negative low arousal emotions, especially depression and boredom. 3) there are significant differences in academic emotion among junior high school students, and the negative high arousal emotion experienced by ordinary junior middle school students is significantly higher than that of key junior middle school students. The pride of key school students was significantly higher than that of ordinary school students, and the shame of key school students was significantly lower than that of ordinary school students. (4) Internal attribution was positively correlated with positive high-arousal emotion, negatively correlated with positive low-arousal academic emotion, and not significantly correlated with other dimensions of academic emotion, among which, pride, joy, hope, calm, etc. Significant positive correlation was found between relaxation emotion and internal attribution, significant others attribution had no significant correlation with each dimension of academic emotion, significant others attribution had significant negative correlation with happy emotion, and unknown side attribution had no significant correlation with large dimension of academic emotion. (5) there was no significant correlation between self-consciousness and academic emotion, but there was a significant negative correlation between pride emotion and ability self, class self, anxiety emotion and ability self, class self, family self and physical self. Shame was positively correlated with family self, boredom was negatively correlated with class self. 6) mastery goal was negatively correlated with negative low arousal academic emotion. (7) Cognition of academic importance was negatively correlated with positive low arousal emotion and positively correlated with negative high arousal emotion.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2

【引证文献】