【作者】 李佳；

【导师】 董圣鸿；

【作者基本信息】 江西师范大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 学生的学业交流与其发展关联密切,当学生参与课堂讨论,提出问题,寻求帮助以及在课堂外与教师交谈时,其交流可以促进他们的学习,提高学业表现和增强归属感,因此学生与他人(老师、同学)之间的交流学习是教育中更重要的交往形式。但是有研究发现,当学生担心自己被他人评价时,与他人进行的学业交流行为就不太可能发生。因此为了探究学生学业交流行为背后的影响因素,从而为实际学习情境做出指导,本研究打算从两个方面着手进行研究:研究一,采用问卷调查法探究学生的自我同情水平是否与评价恐惧和学术交流行为相关联。结果发现:(1)具有较高自我同情心的学生表现出较强的课堂参与度,并且更倾向于在课堂上提出问题、寻求学业帮助以及在课外与老师进行交谈。(2)自我同情能显著正向预测学业交流(课堂参与、课堂提问、课外沟通、学业求助),而负面评价恐惧与正面评价恐惧均能显著负向预测学业交流行为;(3)两种评价恐惧在自我同情与四种学业交流行为之间起着并列中介的作用。研究二,在由Bluth、Gaylord、Campo、Mullarkey及Hobbs(2015)设计的专门针对青少年自我同情的MFY项目的基础上,修订了适合本研究内容的自我同情团体训练方案。结果表明,自我同情团辅有效地提升了被试的自我同情水平,且降低了个体的评价恐惧水平,包括负面评价恐惧和正面评价恐惧,同时促进了学生的课堂参与、课外沟通、学业求助。更多还原

【Abstract】 Students’ development is closely related to their academic communication behavior,when students participate in class discussions,ask questions,ask for help or talk with teachers outside the classroom initiatively,the communication can promote their learning,improve their academic performance and enhance their sense of belonging.Therefore,communication and learning between students and others(teacher,classmates)is a more important form of communication in education.However,some studies have found that when students worry about being evaluated by others,academic communication with others is unlikely to happen.Therefore,in order to explore the influencing factors behind students’ academic communication behavior and provide guidance for the actual learning situation,this study intends to conduct from two aspects:In study 1,a questionnaire survey was used to investigate whether students’ selfcompassion level is related to evaluation fear and academic communication behavior.The results showed that:(1)students with higher self-compassion showed stronger class participation,and were more likely to ask questions in class,ask for academic help,and talk with teachers outside the classroom.(2)self-compassion can significantly positively predict academic communication(classroom participation,classroom question asking,out-classroom-communication,academic help-seeking),while both negative evaluation fear and positive evaluation fear can significantly negatively predict academic communication behavior.(3)two kinds of evaluation fear play a role of parallel mediating between self-compassion and four kinds of academic communication behaviors.In study 2,based on the MFY project designed by Bluth,Gaylord,Campo,Mullarkey and Hobbs(2015),which is specifically aimed at adolescent,a selfcompassion group training program adapted to the content of this study was revised.The results showed that the group counseling effectively improved the self-compassion level,and reduced the evaluation fear level of the individuals,including the fear of negative evaluation and the fear of positive evaluation,as well as promoted the students’ classroom participation,out-classroom-communication and academic help-seeking.更多还原