【作者】 李勇；

【导师】 张雅明；

【作者基本信息】 河北大学 ， 基础心理学， 2012， 硕士

【摘要】 学业情绪指学生在获悉学业成功或失败后所体验到的各种情绪和学生在课堂学习中的情绪体验、在日常做作业过程中的情绪体验及在考试期间的情绪体验。学业情绪影响青少年的学业成就和个性发展，学业情绪研究具有挑战性和现实意义。本研究采用整群抽样方法，以河北省某中学初中二年级学生为研究对象(n=1074)，考察初中学生学业情绪的特征以及学业情绪与自我概念、学习策略和学业成绩之间的关系，探讨学业情绪对学业成绩的影响机制。并运用条件性情绪反应干预技术以团体辅导方式对初二学习困难生(n=30)进行了学业情绪干预实验研究。通过研究得出以下结论：1.不同学业成绩学生在学业情绪及各维度存在显著差异。从学业成绩高分组到中间组到低分组依次体验到更少的积极学业情绪和更多的消极情绪。2.学业情绪的积极低唤醒维度和消极高唤醒维度存在性别差异，男生的积极低唤醒情绪体验低于女生，而女生的消极高唤醒情绪低于男生。3.学习策略、自我概念、学业成绩分别与积极学业情绪呈显著正相关，与消极学业情绪呈显著负相关。学业情绪各维度可联合预测学业成绩27.2%的变异量。4.积极学业情绪和消极学业情绪通过不同模式对学业成绩产生影响。学业自我概念和元认知策略在学业情绪对学业成绩的影响中起中介作用。5.条件性情绪反应技术可以有效提高学习困难生的积极学业情绪、降低消极学业情绪。更多还原

【Abstract】 Ad’olescents academic achievement and character development are significantlyaffected by academic emotions, and the research of which is challenging and realistic. Thisstudy used a cluster sampling method to explore the mechanism of how academic emotionsinfluenced academic achievement of junior high school students and what the positive andnegative impacts would be. Participants (n=1074), the sophomore of a junior high school inHebei Province, were investigated with the academic emotional characteristics and therelationship between academic emotions, self-concept, learning strategies, and academicperformance. Conditioned Emotional Response Intervening technique (CEI) was used ingroup counseling on academic emotions of the participants with learning disabilities (n=30).The studies indicated that:1) There are significant differences in the academic emotionsand dimensions in different academic achievement students. From the high group of academicachievement to the low, students expeirence less positive emotions and more negativeemotions.2) There are gender differences in positive-low arousal and negative-high arousalacademic emotions, which boys active lower positive-low arousal emotions than girls,whereas girls active lower negative-high arousal emotions than boys.3) Learning strategies,self-concept, and academic achievement are significantly positively associated with positiveacademic emotions and significant negative correlations with negative academic emotions.Vairous dimensions of academic emotions can be combined to predict27.2%of the vairancein academic performance.4) Positive academic emotions and negative academic emotionsinfluence academic achievement through different modes. Academic self-concept andmetacognitive strategies play as intermediary roles between the academic emotions andachievement.5) CEI can effectively enhance the positive academic emotions and reduce thenegative academic emotions of students with learning disabilities.更多还原