小学生学业拖延与学业情绪的关系

发布时间：2018-05-18 04:17

本文选题：小学生 + 学业拖延　；参考：《天津师范大学》2017年硕士论文

【摘要】：学生学习状态中的特殊状态之一就是学业拖延。导致学业拖延的一个重要因素即为学生自身的学业情绪。第一,研究目的在于探索小学生学业拖延与学业情绪的关系,并在实践中发现教学策略。学习拖延是指学习者在时间充裕,能力足够的情况下,不断推迟需要完成的学习任务的一种不理智的行为。学业情绪指的是出现在教学和学习过程中,个体体验到的与学习相关的各种内在体验,如高兴、厌倦、焦虑等。已有研究发现,学业拖延和学业情绪之间互相影响。但现有的研究大多集中在对中学生和大学生群体,对小学生的研究并不多见,这也是本研究的一个重要意义。第二,研究方法:本研究通过调查问卷的方法,选取某小学三到五年级学生作为调查对象,采用Lay 1984年编排的一般拖延量表和青少年学业情绪问卷对被试进行调查,采用问卷调查法进行研究,以班级为单位发放问卷,使用SPSS22.0对回收的问卷进行统计分析。第三,研究结果:小学生学业拖延与学业情绪二者之间存在紧密关系:严重拖延者与轻微拖延者相比而言学业上存在更多的消极高唤醒和消极低唤醒,有较少的积极高唤醒和积极低唤醒。小学生的学业拖延导致学习任务不能按时完成,进而导致情绪焦虑、低落;而不良的消极学业情绪也会反作用于小学生的学业拖延,因而产生恶性循环。学业拖延与学业情绪的积极低唤醒、消极高唤醒和消极低唤醒维度之间存在回归关系。第四,研究结论:教育工作者可以通过激发小学生内在学习动机、唤起积极学业情绪以及培养小学生良好的学习习惯等方面做起,帮助小学生减轻学业拖延,提升积极的学业情绪。
[Abstract]:One of the special states of a student's learning state is academic procrastination. An important factor leading to academic procrastination is the students' own academic emotions. First, the purpose of the study is to explore the relationship between academic procrastination and academic emotion, and to find teaching strategies in practice. Learning procrastination is a kind of irrational behavior in which learners delay the tasks they need to complete when they have enough time and ability. Academic emotion refers to a variety of internal experiences related to learning, such as happiness, boredom, anxiety and so on, which appear in the process of teaching and learning. Studies have found that academic procrastination and academic emotions interact. However, most of the existing studies focus on middle school students and college students, and there are few studies on primary school students, which is also an important significance of this study. Second, the research method: this research through the questionnaire method, selects a primary school third to fifth grade students as the survey object, uses the Lay 1984 general procrastination scale and the adolescent academic emotion questionnaire to carry on the investigation to the participant. The method of questionnaire survey was adopted, the class was used as the unit to distribute the questionnaire, and SPSS22.0 was used to carry on the statistical analysis of the recovered questionnaire. Third, the study results: there is a close relationship between academic procrastination and academic emotion of primary school students: there are more negative high arousal and negative low arousal in students with severe procrastination than those with slight procrastination. There are less positive high arousal and low positive arousal. The academic procrastination of primary school students leads to the untimely completion of learning tasks, which leads to anxiety and depression, while the negative academic emotions will counteract the academic procrastination of pupils, thus creating a vicious circle. There is a regression relationship between academic procrastination and positive low arousal of academic emotion, negative high arousal and negative low arousal. Fourth, the conclusion of the study: educators can help pupils reduce their academic procrastination by arousing their intrinsic learning motivation, arousing their positive academic emotions and cultivating their good learning habits. Improve positive academic mood.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

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