大学生感知到的教师支持、自我决定动机与学业情绪的关系

发布时间：2018-01-16 16:41

本文关键词：大学生感知到的教师支持、自我决定动机与学业情绪的关系　出处：《哈尔滨工程大学》2012年硕士论文　论文类型：学位论文

【摘要】：学业情绪是指与学生学习相关的各种情绪体验，它对学生的学业成就、心理健康以及生活的质量均有重要的影响，近年来成为人们关注的一个热点。大学生学业情绪的具体状况以及它受那些因素的影响是人们希望了解的重点。基于此，本研究选取492名在校大学生作为被试，采用问卷调查的方法，对大学生的学业情绪以及学业情绪与学生感知到的教师支持、自我决定动机的三者之间的关系行了深入的探讨。研究结果显示： 1.我国大学生学业情绪总体上以积极学业情绪为主，但是焦虑情绪的得分较高。 2.人口学变量分析发现：性别、生源地、是否独生子女在学业情绪上不存在差异；年级、专业在积极学业情绪上不存在差异，在消极学业情绪上存在显著差异；专业、生源地在教师支持上不存在差异，是否独生子女、年级、性别存在显著着差异；自我决定动机在年级上没有差异，专业、性别、生源地对控制动机有显著影响，是否独生子女在自主动机上有显著差异。 3.学生感知到的教师支持与积极学业情绪呈显著正相关，与消极活动学业情绪呈显著负相关；自主动机与积极学业情绪呈显著的正相关，，与消极学业情绪呈显著的负相关；控制动机与消极结果呈显著的正相关；学生感知到的教师支持与自主动机和控制动机均存在显著的相关。 4.感知到的教师支持和自我决定动机可以预测积极结果、积极活动、消极活动和消极结果四种学业情绪。 5.学生感知到的教师支持不仅能直接对学业情绪产生影响，还可以通过自我决定动机对学生的学业情绪产生影响，其中自主动机在两者之间起到了部分中介作用。
[Abstract]:Academic emotion refers to a variety of emotional experiences related to students' learning. It has an important impact on students' academic achievement, mental health and quality of life. In recent years, it has become a focus of attention. The specific situation of college students' academic emotion and its influence by those factors are the key points that people want to understand. In this study, 492 college students were selected as the subjects, using the method of questionnaire to support the students' academic emotion, academic emotion and students' perceived teachers. The relationship among the three self-determining motivation is discussed in depth. The results show that: 1. The academic emotion of college students in our country is mainly positive academic emotion, but the score of anxiety is higher. 2.The demographic variables analysis shows that there is no difference in academic emotion between the only child and the gender, the place of origin of students or whether the only child is the only child; In grade, there is no difference in positive academic emotion, but significant difference in negative academic emotion; There is no difference in teacher support between major and student areas, but there are significant differences between only child, grade and gender. There was no difference in the grade of self-determined motivation, but major, sex and student origin had significant influence on the control motivation, and whether the only child had significant difference in autonomous motivation. 3.The teacher support perceived by students was positively correlated with positive academic emotion and negatively correlated with negative academic emotion. There was a significant positive correlation between autonomous motivation and positive academic emotion and a significant negative correlation with negative academic emotion. There was a significant positive correlation between control motivation and negative results. Teacher support perceived by students is significantly correlated with autonomous motivation and control motivation. 4. Perceived teachers' support and self-determined motivation can predict four kinds of academic emotions: positive outcome, positive activity, negative activity and negative result. 5. The teacher support perceived by students can not only directly affect academic emotion, but also affect students' academic emotion through self-determining motivation. Among them, autonomous motivation plays a part of intermediary role between the two.
【学位授予单位】：哈尔滨工程大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G642

【引证文献】