初中生感知到的教师期望、数学学业情绪与数学成绩的关系研究

发布时间：2018-04-09 08:11

本文选题：初中生　切入点：数学学业情绪　出处：《山西师范大学》2014年硕士论文

【摘要】：学业情绪是一种与教学、学习关系密切的非智力因素，良好的学业情绪对提高学业成绩有促进作用。关注情绪，有利于实现新课改下快乐教育，对学生的成长和发展有重要意义。 Pekrun提出，重要他人对学业的期望、支持与学业情绪显著相关。感知到的教师期望作为一种外部坏境，可以影响学业情绪，进而影响学习成绩。学业情绪具有领域特殊性，，数学作为初中阶段较难的主干课程，可能通过学业情绪的调整，更好的促进数学科目的学习。本研究通过探究教师期望、数学学业情绪和数学成绩间的关系，引起初中老师对教师期望效应、学业情绪调节的重视。采用《学生感知到的教师期望知觉问卷》，从教师支持、教学互动、学业反馈三个维度测量学生感知到的教师期望；采用《青少年学业情绪问卷》，从积极高唤醒、积极低唤醒、消极高唤醒、消极低唤醒四个维度对初中生数学学业情绪进行测量。通过整群分层随机抽样对550名初中生进行施测。研究结果发现：（1）数学学业情绪体验高唤醒情绪得分高于低唤醒情绪，积极情绪多于消极情绪，其中高兴得分最高，厌倦得分最低。（2）感知到的教师期望可显著预测积极情绪，负向预测消极情绪。（3）积极的数学学业情绪对数学成绩有促进作用，消极的数学情绪对数学成绩有阻碍作用，不利于成绩提高。（4）感知到的教师期望对数学成绩既有直接影响，又有间接影响。数学学业情绪可以作为教师期望与数学成绩间的中间变量。
[Abstract]:Academic emotion is a kind of non-intelligence factor which is closely related to teaching and learning. Good academic emotion can promote academic achievement.Paying attention to emotion is helpful to realize the happy education under the new curriculum reform, and it is of great significance to the growth and development of students.Pekrun suggests that the expectations and support of important others are significantly related to academic emotions.Perceived teachers' expectations, as an external bad state, can affect academic mood and academic achievement.The academic emotion has the domain particularity, mathematics is the difficult backbone curriculum in the junior middle school stage, may through the academic emotion adjustment, promotes the mathematics subject study better.By exploring the relationship among teachers' expectation, mathematics academic emotion and mathematics achievement, this study has aroused teachers' attention to teachers' expectation effect and academic emotion regulation.Teachers' expectation was measured from three dimensions of teacher support, teaching interaction and academic feedback, and the adolescents' academic emotion questionnaire was used to awaken students from positive high arousal, positive low arousal.Four dimensions of negative high arousal and negative low arousal were used to measure the mathematics academic emotion of junior high school students.By cluster stratified random sampling, 550 junior middle school students were tested.The results showed that the score of high arousal emotion was higher than that of low arousal emotion, and the positive emotion was higher than the negative emotion. Among them, the highest score of happiness and the lowest score of boredom. 2) the perceived expectation of teachers could predict the positive emotion significantly.Negative prediction of negative emotion. 3) the positive mathematics academic emotion can promote the mathematics achievement, the negative mathematics emotion has the hindering effect on the mathematics achievement, which is not conducive to the improvement of the score. 4) the perceived teachers' expectation has a direct influence on the mathematics achievement.There are indirect effects.Mathematics academic emotion can be regarded as the intermediate variable between teacher's expectation and mathematics achievement.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G447

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