【作者】 张春梅； 孙崇勇； 刘华山；

【Author】 Zhang Chun-mei;Sun Chong-yong;Liu Hua-shan;School of educational science,Jilin Normal University;School of Psychology,Central China Normal University;

【机构】 吉林师范大学教育科学学院； 华中师范大学心理学院；

【摘要】 积极学业情绪可以帮助学生培养积极的学习态度,促进学生身心健康发展。学业情绪会影响学习过程和学业成就,但是学习的成功和失败也能影响学生的认知评价和学习情绪,高中生正处于学习中的关键时期,他们在学习过程中他们有时会感到喜悦、开心、快乐,有时会感到烦闷、悲伤、忧愁。因此,如何让高中生快乐学习便成为教育界关注的热点问题。学业情绪对学业成就的影响及其中介作用机制已经得到众多研究者的证实,而学业成就对学业情绪的影响研究还不够深入,并且在我国高中教育重视成绩的大背景下,更应考虑先前学业成就对学业情绪的反作用,及其对学习策略和学习动机的影响机制。采用学业情绪问卷,学习动机问卷和学习策略问卷调查了270名高中生,以学业情绪的控制-价值理论和认知-动机模型为基础,运用偏差矫正百分位的非参数Bootstrap法探讨学业情绪在先前学业成就与学习动机、学习策略之间的中介作用,结果发现:(1)先前学业成就与学业情绪的积极高唤醒和积极低唤醒显著正相关,与消极高唤醒相关不显著,与消极低唤醒显著负相关;与学习动机的内在目标定向、任务价值、能力信念呈显著正相关,与外在目标定向、控制信念、测验焦虑的相关不显著;与学习策略的元认知策略和资源管理策略呈显著正相关,与认知策略相关不显著。(2)积极学业情绪在先前学业成就与学习策略、学习动机之间起完全中介作用;消极学业情绪(消极低唤醒)在先前学业成就与学习策略、学习动机之间起部分中介作用。研究结果对于我国的教育现状具有启示意义,良好的学业情绪不仅有助于学生认知活动的开展和主动学习态度的培养,而且有助于促进学生身心健康发展。我们一方面要用多元评价方式来评价学生的学业成就,要多鼓励学生,让他们有更多的成功体验,这种成就感会让他们有更多的积极学业情绪,而积极的学业情绪会提升内部动机,并促使学生使用高级学习策略;另一方面,对于学业不良的学生,要对他们的消极情绪进行干预,注意培养学生的情绪调节能力,同时还需要对他们进行学习方法指导,激发他们学习的积极性。更多还原

【Abstract】 Positive academic emotions can help students to cultivate active learning attitude,and to promote students’ health development in both physical and mental.Academic emotions can affect learning process and academic achievement,but the success and failure in learning can also affect students’ cognitive evaluation and academic emotions,which is a causal circulation among cognition,emotion,motivation variables.The influence of academic emotions on academic achievement and the mediation mechanism has been confirmed by many researchers,but the affect of academic achievement on academic emotions has not studied deeply enough.Under the background of performance value education background in China,more consideration should be given the adverse effect of previous academic achievement on academic emotions.In the present study,Academic Emotions Scale,Learning Motivation Questionnaire and Learning Strategies Questionnaire were adopted to investigate 270 high school students of Gansu Province in China,and used non-parametric bias-corrected percentile Bootstrap method to study the relationship among previous academic achievement,academic motivation and learning strategies as well as the mediating effect of academic emotion.Results are as follows:(1) Previous academic achievement was positively correlated with positive-high arousal emotions and positive-low arousal emotions,and were negatively correlated with negative-low arousal emotions;Previous academic achievement was positively correlated with internal goal orientation and task value,and was positively correlated with capability belief;Previous academic achievement was positively correlated with meta-cognitive strategy and resource management strategy.(2) The nonparametric bias-corrected percentile Bootstrap method was used to analyze the mediating effect of academic emotions,indicating that positive emotions(positive-high arousal emotions and positive-low arousal emotions) was fully mediated the relationship among previous academic achievement,academic motivation and learning strategies,and negative emotions(negative-low arousal emotions) was partly mediated the relationship among antecedents of academic achievement,academic motivation and learning strategies.Research results are useful for our country’s education:On one hand,we should use multiple evaluation method to assess the student’s academic achievement,we should encourage students and let them have more successful experience,that can produce more positive academic emotions,more internal motivation,and more advanced learning strategies;on the other hand,we should intervene negative emotions of learning disability students,provide guidance on their learning strategies,and stimulate their learning enthusiasm.更多还原