中学生学业羞愧、学业自我效能感与学业成绩的关系

发布时间：2018-08-16 17:58

【摘要】：学业羞愧是学生在因学习成绩不佳、在学习方面受到不公平对待和学习效果不符合自己预期等情形下体验到的无地自容、难过、无能为力、甚至埋怨自己或他人的负性情绪,常常伴随脸红、心跳加速等生理反应和外部表现,是一种常见的学业情绪。己有研究表明,学业羞愧影响学生的学习过程和学业成绩,但探讨学业羞愧如何影响学习活动和学业成绩的研究还不多见。本研究的目的是考察中学生学业羞愧的发展特点、学业羞愧对中学生学业成绩的影响以及学业自我效能感在学业羞愧影响学业成绩中可能的调节作用。本研究使用《中学生学业羞愧问卷》和《学业自我效能感问卷》对970名中学生进行测试,并收集测试学生两次考试成绩作为学业成绩的测量指标,探索了中学生学业羞愧、学业自我效能感和学业成绩的关系。结果表明,(1)中学生学业羞愧的性别差异显著,女生的学业羞愧水平高于男生;独生子女与非独生子女学业羞愧差异显著,后者高于前者;中学生学业羞愧的年级差异显著,高年级学生学业羞愧高于低年级学生。(2)学业羞愧与学业自我效能感和学业成绩总分之间的相关不显著,学业自我效能感和学业成绩相关显著。(3)有关学业自我效能感对学业羞愧影响学业成绩的调节作用的研究假设没有得到数据的支持。本研究的主要结论如下:1.女中学生比男中学生体验到了更多的学业羞愧,非独生子女体验到的学业羞愧水平高于独生子女,中学生学业羞愧发展趋势是随年级的升高学业羞愧水平逐渐降低。2.中学生的学业羞愧不能有效预测其学业成绩和学业自我效能感,学业自我效能感能够有效预测中学生的学业成绩。3.学业自我效能感在中学生学业羞愧与其学业成绩的关系中不具有调节作用。
[Abstract]:Academic shame is the sense of shame, sadness, impotence, and even complaining about the negative emotions of oneself or others that students experience because of their poor academic performance, unfair treatment in learning and learning effects that do not conform to their expectations. Often accompanied by blush, heart rate and other physiological reactions and external performance, is a common academic emotions. Some studies have shown that academic shame affects students' learning process and academic achievement, but there are few studies on how academic shame affects learning activities and academic achievements. The purpose of this study is to investigate the developmental characteristics of academic shame in middle school students, the influence of academic shame on academic performance of middle school students and the possible regulatory role of academic self-efficacy in the influence of academic shame on academic performance. In this study, 970 middle school students were tested by "Middle School students' academic shame questionnaire" and "academic Self-efficacy questionnaire". The relationship between academic self-efficacy and academic achievement. The results showed that: (1) the gender difference of academic shame in middle school students was significant, the level of academic shame of girls was higher than that of boys, the difference of academic shame between only child and non-only child was significantly higher than that of the former, and the grade difference of academic shame in middle school students was significant. (2) there was no significant correlation between academic shame and academic self-efficacy and total score of academic achievement. Academic self-efficacy and academic achievement were significantly correlated. (3) the hypothesis of the regulatory effect of academic self-efficacy on academic shame was not supported by data. The main conclusions of this study are as follows: 1. Female middle school students experience more academic shame than male middle school students. The level of academic shame experienced by non-only children is higher than that of only children. The development trend of secondary school students' academic shame is that the level of academic shame decreases gradually with the increase of grade. The academic shame of middle school students can not effectively predict their academic achievement and academic self-efficacy, academic self-efficacy can effectively predict the academic performance of middle school students. Academic self-efficacy does not regulate the relationship between academic shame and academic achievement of middle school students.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

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