中小学生英语学科成就目标、心理控制源与英语学业情绪的关系

发布时间：2018-06-22 06:41

本文选题：中小学生 + 成就目标　；参考：《山东师范大学》2017年硕士论文

【摘要】：英语学科是我国义务教育阶段的一门重要学科,研究学生在英语学习方面的动机、情绪等问题对提高学生的英语成绩和学习兴趣有着十分重要的意义。学业情绪具有领域特殊性,即它的研究应与具体学科相结合。本研究将学业情绪与英语学科相结合,来探讨义务教育阶段学生的英语学业情绪。以往研究发现成就目标是影响英语学业情绪的重要因素之一,持有不同成就目标的学生的英语学业情绪也不同。心理控制源是一种人格前因,内控者和外控者对学习的态度和投入不同,从而会影响他们的学业情绪和成绩。本研究选取成就目标和心理控制源这两个重要的影响因素,探究中小学生英语学科成就目标、心理控制源与英语学业情绪三者之间的关系。本研究在阅读、分析以往文献的基础上,采用方便取样法从山东省四所学校选取四年级到九年级的665名学生作为被试进行问卷调查,结果显示:(1)中小学生在英语学习中持有较高的成绩趋近目标、掌握趋近目标、掌握回避目标和较少的成绩回避目标。中小学的英语心理控制源倾向于内控。中小学生在英语学习中有着较高的正向情绪和较少的负向情绪。女生的掌握趋近目标较之男生来说水平更高,女生的心理控制源较之男生来说更倾向于内控,男生的负向英语学业情绪较之女生来说更多。小学生的掌握趋近目标较之初中生来说水平更高,小学生的心理控制源较之初中生来说更倾向于内控,小学生的正向英语学业情绪较之初中生来说更多,而初中生的负向英语学业情绪较之小学生来说更多。(2)成绩趋近目标与正向情绪呈显著正相关,与负向情绪呈显著负相关,与心理控制源呈显著正相关;掌握趋近目标与负向情绪呈显著负相关,与心理控制源呈显著正相关;成绩回避目标与正向情绪呈显著负相关,与负向情绪呈显著正相关,与心理控制源呈显著负相关;掌握回避目标与正向情绪呈显著正相关,与心理控制源呈显著正相关。心理控制源与正向情绪呈显著正相关,与负向情绪呈显著负相关。(3)成绩趋近目标对正向情绪有正向预测作用,对负向情绪有负向预测作用;掌握趋近目标对负向情绪有负向预测作用;成绩回避目标对正向学业情绪有负向预测作用,对负向情绪有正向预测作用;掌握回避目标对正向情绪有正向预测作用。(4)心理控制源为成就目标与英语学业情绪之间的中介变量。具体表现为,心理控制源在成绩趋近目标与负向英语学业情绪之间起完全中介作用,在成绩回避目标与负向英语学业情绪之间起完全中介作用,在掌握回避目标与正向英语学业情绪之间起完全中介作用;心理控制源在成绩趋近目标与正向英语学业情绪之间起部分中介作用,在掌握趋近目标与负向英语学业情绪之间起部分中介作用,在掌握趋近目标与负向英语学业情绪之间起部分中介作用。
[Abstract]:English is an important subject in compulsory education in China. It is of great significance to study the motivation and emotion of students in English learning to improve their English achievement and interest. Academic emotion has domain particularity, that is, its research should be combined with specific subjects. This study combines academic emotions with English subjects to explore students' English academic emotions in compulsory education. Previous studies have found that achievement goals are one of the most important factors affecting English academic emotion, and students with different achievement goals have different English academic emotions. The locus of control is a kind of personality antecedent. The attitude and input of internal and external control on learning are different, which will affect their academic emotion and achievement. In this study, two important influencing factors, achievement goal and locus of control, were selected to explore the relationship between achievement goal, locus of control and English academic emotion of primary and middle school students. On the basis of reading and analyzing the previous literature, this study selected 665 students from four schools in Shandong Province from grade 4 to grade 9 by using convenient sampling method to carry out a questionnaire survey. The results show that: (1) Primary and middle school students hold higher achievement towards goal, grasp avoidance goal and less achievement avoidance goal in English learning. English locus of control in primary and secondary schools tends to be internal. Primary and middle school students have higher positive emotions and less negative emotions in English learning. Female students have a higher level of mastery than boys, girls tend to control their mental locus of control more than boys, and boys have more negative English academic emotions than girls. Compared with junior high school students, primary school students have a higher level of mastery, a higher level of mental control than junior high school students, and more positive English academic emotions than junior high school students. The negative English academic emotion of junior high school students is more than that of primary school students. (2) Achievement approaching goal is significantly positive correlation with positive emotion, negative correlation with negative emotion, and significant positive correlation with locus of control; There was a significant negative correlation between mastery approaching goal and negative emotion, a significant positive correlation between achievement avoidance goal and positive emotion, and a significant negative correlation between achievement avoidance goal and negative emotion, and a significant negative correlation between achievement avoidance goal and negative emotion, and significant negative correlation with psychological locus of control. There was a significant positive correlation between mastering avoidance goals and positive emotion and significant positive correlation with locus of control. The locus of control was significantly positively correlated with positive emotion and negatively correlated with negative emotion. (3) Achievement approaching goal had positive predictive effect on positive emotion and negative predictive effect on negative emotion; Mastery of approaching goal has negative predictive effect on negative emotion, achievement avoidance goal has negative predictive effect on positive academic emotion and positive prediction on negative emotion. Mastering avoidance goals can positively predict positive emotions. (4) the locus of control is the intermediate variable between achievement goals and English academic emotions. Specifically, the locus of control plays a complete intermediary role between achievement approaching goal and negative English academic emotion, and between achievement avoidance goal and negative English academic emotion. It plays a complete intermediary role between mastering avoidance goal and positive English academic emotion, and psychological locus of control plays a part of intermediary role between achievement approaching goal and positive English academic emotion. It plays a part of intermediary role between mastery of reaching goal and negative English academic emotion, and part of intermediary function between mastering approaching goal and negative English academic emotion.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G447

【参考文献】