青少年学业情绪发展特点及其与自我调节学习的关系

发布时间：2018-06-19 11:38

本文选题：青少年 + 学业情绪　；参考：《山东师范大学》2006年硕士论文

【摘要】：学习是青少年的生活主题。青少年在学习情境中会体验到与学业学习,课堂教学和学业成就有直接关系的多种情绪,这些情绪统称学业情绪。学业情绪是影响学习过程的重要非智力因素,对学生的自我调节学习的各个成分会产生重要作用。但是,迄今还没有研究系统地揭示出青少年的学业情绪结构。有关学业情绪与自我调节学习关系的研究也很少见。因而探讨青少年的学业情绪结构以及与自我调节学习的关系具有重要的理论意义和现实意义。本研究以济南和临沂两地的初中到大学的青少年为研究对象,首先依次进行了三步小研究:筛选表达情绪体验的汉语形容词,再从中筛选学业情绪词,最后采用探索性因素分析和AMOS验证性因素分析等方法,编制了一份效度和信度都较高的学业情绪问卷,以此作为主要的研究工具,采用多因素方差分析、相关分析和回归分析等方法,考查了青少年的学业情绪结构和发展特点,以及它与元认知策略和成败归因的关系。研究结果如下: (1)青少年学业情绪结构由厌恶类情绪、恐惧类情绪、悲伤类情绪、愉快类情绪、焦虑类情绪、惊讶类情绪等六种情绪构成。 (2)青少年六种学业情绪都不存在显著的性别差异。 (3)除了愉快类学业情绪之外,悲伤类学业情绪、恐惧类学业情绪、厌恶类学业情绪、焦虑类学业情绪和惊讶类学业情绪都存在明显的年级差异。 (4)性别和年级对恐惧类学业情绪存在交互作用,初中女生恐惧类学业情绪显著多于初中男生。 (5)除了惊讶类学业情绪外,愉快类与元认知策略呈显著正相关,其余消极情绪与其呈现负相关。 (6)学业情绪对元认知策略有显著的预测作用。 (7)学业情绪与成败归因的六个维度都存在显著的相关。 (8)学业情绪与成败归因互相具有一定的预测作用。
[Abstract]:Study is the life theme of teenagers. Teenagers experience a variety of emotions that are directly related to academic learning, classroom teaching and academic achievement in learning situations, which are collectively referred to as academic emotions. Academic emotion is an important non-intellectual factor that affects the learning process and plays an important role in students' self-regulated learning. However, no studies have systematically revealed the academic emotional structure of adolescents. Studies on the relationship between academic emotion and self-regulated learning are also rare. Therefore, it is of great theoretical and practical significance to explore the structure of academic emotion and its relationship with self-regulated learning. In this study, the teenagers from junior middle school to university in Jinan and Linyi were chosen as the research objects. Firstly, three steps of small research were carried out: selecting Chinese adjectives to express emotional experience, and then selecting academic emotional words from them. Finally, by using exploratory factor analysis and Amos confirmatory factor analysis, an academic emotion questionnaire with high validity and reliability was compiled. The questionnaire was used as the main research tool and multivariate analysis of variance was used. Correlation analysis and regression analysis were used to examine the structure and developmental characteristics of adolescents' academic emotions and their relationship with metacognitive strategies and attribution of success or failure. The results are as follows: 1) adolescents' academic emotional structure consists of aversion, fear, sadness, pleasure, anxiety, etc. There were no significant gender differences in six types of academic emotions among adolescents. In addition to pleasant academic emotions, Sad academic emotions, fear academic emotions, aversion academic emotions, There were significant grade differences between anxiety and surprise. In addition to surprise, there was a significant positive correlation between pleasurable and metacognitive strategies. Other negative emotions were negatively correlated with them. 6) academic emotion had a significant predictive effect on metacognitive strategies. (7) there is a significant correlation between academic emotion and success attribution. Failure attribution can predict each other.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G442

【引证文献】