【作者】 王芳；

【导师】 崔丽莹；

【作者基本信息】 上海师范大学 ， 心理健康教育（专业学位）， 2015， 硕士

【摘要】 学业情绪是指学生在学习的全过程中所体验到的各种情绪的总和。它包括学生在得知学业成功或失败后所体验到的各种情绪;在课堂中的情绪体验;在日常做作业过程中的情绪体验;在备考阶段的情绪体验等。学业情绪涉及学生学习的方方面面,在学生成长与发展中发挥着重要作用。在综述以往国内外学业情绪研究的基础上,本研究选取上海市某中职学校一年级和二年级的学生为研究对象,调查了中职生学业情绪的特点。在对调查结果分析探讨后,设计了一套通过提高学业自我概念来改善中职生学业情绪的干预方案,并通过实证研究验证其有效性。结果如下:(1)中职生学业情绪体验丰富,在积极高唤醒学业情绪水平上平均得分最高。(2)中职生学业情绪在性别、年级、专业、生源类别等背景变量上存在显著差异。(3)中职生学业自我概念与学业情绪存在显著相关。学业自我概念对积极学业情绪有正向预测作用,对消极学业情绪存在一定的负向预测作用。(4)以提升学业自我概念、改善中职生消极学业情绪为目标的自编干预方案对中职生学业情绪有一定的促进效果。综合而言,中职生学业情绪体验较为丰富,整体水平较高且积极体验更多,并存在群体差异。学业自我概念对学业情绪具有预测作用,提升中职生学业自我概念对学业情绪具有一定的促进作用。更多还原

【Abstract】 Academic emotions refer to all the students’ emotions during their study. Academic emotions include the experience of emotion after knowing the result of their study, success or failure, the experience of emotion in classroom, the experience of emotion when doing homework and the experience of emotion when preparing for the test and so on. These emotions may involve all aspects of students’ study. What′s more, they play a very important role in the process of students’ growing up and development. Based on the summary of previous studies of academic emotions at home and abroad, this research takes some students of grade 1 and grade 2 in a vocational school in Shanghai as the study objects. It investigates the characteristics of their academic emotion. On the basis of analyzing the results of the investigation, the paper designs an intervention scheme to improve the students’ academic emotions by enhancing their self-awareness of study achievements, which is proved effective through experiment. The results are listed in the following.(1) Academic emotions experience of vocational students is plentiful and the average score on the level of positive high-arousal academic emotions is the highest.(2) As for the academic emotions of vocational students, there exist significant differences in the contextual variables in many respects such as gender, grade, major, types of the students etc.(3) Academic self-concept and academic emotions of secondary vocational school students are co-related to each other. Academic self-concept on positive academic emotions has significant positive predictive value, and on negative emotions has significant negative predictive value.(4) The intervention program to improve academic self-concept and to improve negative academic emotions of vocational students plays prominent role in the promotion of vocational students’ academic emotions.In conclusion, academic emotions experience of vocational students is plentiful and the positive experience is higher. There are significant differences in the academic emotion between different groups. Improving self-concept has certain positive effect on the vocational students` academic emotions.更多还原