初中生学业情绪、学习倦怠与高效率学习之间的关系研究

发布时间：2018-09-14 19:20

【摘要】：目前国内对高效率学习已有的研究主要集中在选择性注意、学习策略、内隐学习、元认知和非智力因素等方面。其中,非智力因素是高效率学习的源泉之一。学业情绪、学习倦怠作为一种非智力因素,与高效率学习有着密切的联系。而关于学业情绪、学习倦怠和学习效率三者关系的相关文献较少,本研究在前人关于学业情绪、学习倦怠和学习效率的理论和实践研究基础上,本研究以分层随机抽样原则,随机抽取广州市黄埔区镇龙中学、增城区荔城街第三中学、从化区第七中学的七年级、八年级、九年级年级555名在校生为研究对象,使用《初中生学习倦怠问卷》、《青少年学业情绪问卷》、《自我调节学习量表》调查被试的学习倦怠、学业情绪和学习效率情况,采用spss19.0进行描述统计、T检验、单因素方差分析、相关分析、回归分析等,系统地对学习倦怠、学业情绪和高效学习的关系进行了探讨。具体而言,本文得出的主要结论如下:(1)初中生学业情绪体验水平处于中等偏高,且积极类学业情绪体验多于消极类学业情绪体验。初中生的学业情绪年级差异不显著,但存在显著的男女差异,尤其表现在积极高唤醒和消极高唤醒方面,女生得分显著高于男生。(2)初中生的学习倦怠感水平处于中等,出现的频率较为普遍。男生的学习倦怠感要明显高于女生,具体表现在心理耗竭、学习的冷漠、低成就感三个方面。学习倦怠感水平存在年级差异,九年级的学习倦怠水平最高,七年级的学习倦怠水平较低。(3)初中生的自我调节水平较低,学习效率不高,性别因素对学习效率的影响不大。自我调节学习存在显著的年级差异,七年级学生在自我调节学习各维度上的成绩都好于八年级和九年级学生。(4)积极类情绪无论是高唤醒还是低唤醒,都对高效率学习有利,消极情绪对高效率学习是不利的。总体而言初中生的学习倦怠越高,其学习效率越低。心理耗竭、学习的冷漠和学习倦怠存在较大相关。积极低唤醒、学习的冷漠、积极高唤醒、人际关系的疏离、消极低唤醒、消极高唤醒可以有效预测学习效率。(5)负性学业情绪在学习倦怠和高效率学习之间的部分中介效应显著,积极学业情绪在学习倦怠与高效率学习之间起到了显著的调节作用。
[Abstract]:At present, the existing researches on efficient learning mainly focus on selective attention, learning strategies, implicit learning, metacognition and non-intelligence factors. Among them, non-intelligence factor is one of the headspring of high efficiency learning. As a non-intelligence factor, academic emotion and learning burnout are closely related to high-efficiency learning. However, there are few literatures on the relationship among academic emotion, learning burnout and learning efficiency. Based on the previous theoretical and practical studies on academic emotion, learning burnout and learning efficiency, this study is based on the principle of stratified random sampling. At random, 555 students were selected from Zhenlong Middle School, Huangpu District, Zengcheng District, No. 3 Middle School on Licheng Street in Zengcheng District, and Grade 7, Grade 8 and Grade 9 from Conghua District. The learning burnout, academic emotion and learning efficiency of junior high school students were investigated by using the questionnaire of Junior Middle School students' Learning Burnout, the questionnaire of Adolescent academic emotion, and the Self-regulated Learning scale. Spss19.0 was used to carry out descriptive statistical test and univariate analysis of variance (ANOVA). The relationship between learning burnout, academic emotion and efficient learning is systematically discussed by correlation analysis, regression analysis and so on. Specifically, the main conclusions of this paper are as follows: (1) the level of academic emotional experience of junior high school students is on the high side, and the positive type of academic emotional experience is more than the negative type of academic emotional experience. There was no significant difference in grades of academic emotion among junior high school students, but there were significant differences between men and women, especially in positive high arousal and negative high arousal, the scores of girls were significantly higher than that of boys. (2) the level of learning burnout of junior high school students was in the middle. The frequency of occurrence is more common. The learning burnout of boys was obviously higher than that of girls, which was manifested in three aspects: psychological exhaustion, apathy and low sense of achievement. The level of learning burnout is different in grade 9 and seventh grade. (3) the self-regulation level of junior high school students is lower, the learning efficiency is not high, and gender factors have little effect on learning efficiency. There were significant grade differences in self-regulated learning. The scores of seventh grade students in all dimensions of self-regulated learning were better than those of eighth and ninth grade students. (4) positive emotion, whether high arousal or low arousal, was beneficial to high efficiency learning. Negative emotions are detrimental to efficient learning. In general, the higher the learning burnout of junior high school students, the lower their learning efficiency. Psychological exhaustion, learning apathy and learning burnout are closely related. Positive low arousal, learning apathy, positive high arousal, alienation of interpersonal relationship, negative low arousal and negative high arousal can effectively predict learning efficiency. (5) some mediating effects of negative academic emotion between learning burnout and high efficiency learning are significant. Positive academic emotion plays a significant role in regulating learning burnout and high efficiency learning.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

【参考文献】