【作者】 李娜；

【导师】 孙红日；

【作者基本信息】 南昌大学 ， 应用心理学， 2023， 硕士

【摘要】 “学业成绩”是衡量学生学业表现的关键指标,通常被用来评估他们的学业成就,被视为学业成功的标志。在现今教育体系下,中学生学业成绩的优劣会较大程度直接影响到学生未来的发展。尤其是初中阶段,该阶段是中小学义务教育的终点,也是能否升入高中及大学的关键学段。语文是一门集工具性、人文性于一身的学科,在基础教育中始终起着至关重要的作用,是其他学科发展的筑基之石,学好语文这门最基础的学科,显得尤为重要。初中语文学业成绩在学生总成绩中占比较高,探索初中语文学业成绩的影响因素,从而提高初中学生语文学业成绩,对提升他们整体学业成绩有重要意义。本研究以安徽省XX市初中生为研究对象,调查初中语文学业成绩情况,以交叉滞后中介模型为理论基础,试图探索初中语文学业成绩潜在的心理机制,为一线教育工作提供理论支持,为中学生心理健康教育提供科学的依据和可行的策略,以便最大程度地创设“学与教”的良性循环,从而尽可能帮助学生们实现全面发展,使他们有勇气有信心面向未来。本研究采用问卷调查的方式,问卷由《学业自我概念问卷》、《青少年学业情绪问卷》组成。历经一年多的前后两次施测,收集到有效数据626份,分别采用SPSS软件和PROCESS宏程序进行描述性分析和中介模型检验,探讨初中语文学业成绩的现状以及学业自我概念、学业情绪对初中语文学业成绩的影响。主要研究结果如下:1.初中生学业自我概念、学业情绪及学业成绩在性别、学科等变量上存在显著差异。2.积极学业情绪与学业自我概念和学业成绩间存在显著正相关关系。3.交叉滞后研究最终发现T1(第一个时期)阶段的语文学业自我概念可以显著地预测一年之后T2时期的学业成绩,T1学业情绪正向显著预测T2时期的学业成绩,同时其T1阶段的语文学业成绩也能显著地预测T2时期的学业自我概念。4.中介效应检验表明,学业情绪在学业自我概念对初中语文学业成绩的影响中起中介作用。更多还原

【Abstract】 "Academic achievement" is a key indicator for measuring students’ academic performance,usually used to evaluate their academic achievements and regarded as a symbol of academic success.In the current education system,the academic achievement of middle school students will directly affect their future development to a large extent.Especially in the junior high school stage,this stage is the endpoint of compulsory education in primary and secondary schools,and also a key stage for entering high school and university.Chinese is a discipline that combines instrumental and humanistic aspects,playing a crucial role in basic education.It is the cornerstone of the development of other disciplines,and it is particularly important to learn the most fundamental subject of Chinese language well.The academic achievement of junior high school Chinese subject accounts for a relatively high proportion of students’ total scores.Exploring the influencing factors of junior high school Chinese language academic performance,in order to improve junior high school students’ Chinese language academic performance,is of great significance for improving their overall academic performance.This study takes junior high school students in XX City,Anhui Province as the research object,investigates the academic performance of junior high school Chinese,and uses the cross lagged intermediary model as the theoretical basis to explore the potential psychological mechanisms of junior high school Chinese academic performance,provide theoretical support for frontline education work,and provide scientific basis and feasible strategies for mental health education of middle school students,in order to create a virtuous cycle of ’learning and teaching’ to the greatest extent,so as to help students achieve comprehensive development as much as possible,so that they have the courage and confidence to face the future.This study adopts a questionnaire survey method,which consists of the "Academic Self Concept Questionnaire" and the "Adolescent Academic Emotion Questionnaire".After more than a year of conducting two tests,626 valid data were collected,and descriptive analysis and mediation model testing were conducted using SPSS software and PROCESS macro program,respectively,to explore the current status of junior high school Chinese academic performance and the impact of academic self-concept and academic emotions on junior high school Chinese academic performance.The main research findings are as follows:1.There are significant differences in variables such as gender and subject among junior high school students’ academic self-concept,academic emotions,and academic performance.2.There is a significant positive correlation among positive academic emotions,academic self-concept and academic achievement.3.The cross lagged study ultimately found that Chinese academic self-concept in the T1(first period)stage can significantly predict academic performance in the T2 period one year later.T1 academic emotions are positively and significantly predictive of academic performance in the T2 period,and its Chinese academic performance in the T1 stage can also significantly predict academic self-concept in the T2 period.4.The mediating effect test indicates that academic emotions play a mediating role in the impact of academic self-concept on junior high school Chinese academic performance.更多还原