【作者】 杨红；

【导师】 莫书亮；

【作者基本信息】 华中师范大学 ， 心理健康教育（专业学位）， 2016， 硕士

【摘要】 我国的高考选拔制度决定孩子们未来的出处,在高中三年的的学习生活中会学生有着来自于家庭、学校、社会等各方面的压力。作为一线心理教师,在接个案咨询时,发现高三学生的学习压力与考试焦虑问题相对较为突出,压力状态和焦虑指数明显高于高一年级和高二年级学生。由此可见,毕业班的学业负担重,会影响其对学习活动的学业情绪。然而学业情绪的影响因素不仅有来自于自身压力,还有外界诱因——教师期望,其次是班级学习环境。关于这两者与学业成绩的关系引起了一线教师及学者的广泛关注。本文主要将从教师期望知觉、班级学习环境两个因素来探究其与高三学生学业成绩的相关性。同时考察三者与考试焦虑间相关性。本研究采用问卷测量法,分别使用《教师期望知觉问卷》、《我的班级问卷》、《Sarason考试焦虑量表(TAS)》,以武汉市长虹中学高三年级265名学生作为调查对象,调查数据采用SPSS19.0进行分析,得出以下结论:(1)教师期望知觉在性别上存在差异性,女生比男生更容易知觉到教师的期望;班级学习环境在性别上差异不显著,考试焦虑在性别差异不显著。(2)教师期望知觉与学业成绩呈正相关,即知觉到教师期望值越高其学业成绩越高。(3)高三学生的教师期望知觉与考试焦虑呈正相关。(4)高三学生的班级学习环境与考试焦虑之间并无显著性相关。(5)考试焦虑并不是教师期望知觉影响学业成绩的中介变量。更多还原

【Abstract】 Because of the selection of college entrance examination system in China,high school students suffer from various aspects pressure which come from society,school,and family.As a psychological teacher,found that high three student’s study pressure and test anxiety problems are relatively outstanding,their stress and anxiety index is significantly higher than the jouior students.Therefore,the heavy academic burden affects the graduating students’ leaning emotions.However,the influence factors of academic emotions not only from their own pressure,but also from the teachers’expectation and class learning environment.The rearionship between those two factors and Academic performance has been caused wide attention of teachers and scholars.So,this paper wants to explore the correlation between Academic performance and teachers’ expectation and class learning environment.And then,the correlation between those three and test anxiety.This study used questionnaire survey method——"Teachers expect perception questionnaire","my class questionnaire","Sarason test anxiety scale(TAS)".The research boject is Wuhan changhong school’ 265 graduating students,using SPSS 19.0 to analyz the statistic,Getting the following conclusion:1.There is a significant gender difference on teacher expectations,but others are not.2.Teachers’ expectation perception and academic achievement.were positively correlated.that is,the higher perceived teacher expectations the higher academic achievement.3.There was a positive correlation between teachers’ expectation perception and test anxiety.4.There is no positive correlation between senior class learning environment and test anxiety.5.Test anxiety is not the mediator variable of teacher expectation perception influence academic achievement.更多还原