高中生情绪智力与自我调节学习的关系

发布时间：2018-06-12 16:55

本文选题：高中生 + 情绪智力　；参考：《广州大学》2013年硕士论文

【摘要】：本文回顾了高中生情绪智力与自我调节学习理论的产生与发展,并对情绪智力与自我调节学习的概念进行了界定。采用问卷调查的方法,以情绪智力的结构框架为理论构想,以高中学生为研究被试,探讨了情绪智力各因素与自我调节学习各个维度的关系,并从性别、年级、是否独生子女等人口统计学变量对情绪智力与自我调节学习进行分析。研究结论如下：第一,高中生的情绪智力与自我调节学习能力呈正相关,情绪智力高的学生其自我调节学习能力也比较高,情绪智力低的学生其自我调节学习能力也较低。第二,高中生情绪智力与自我调节学习在性别、年级、是否独生、以及家庭来源等人口统计学变量上整体差异不显著,只在个别因素上差异显著。第三,高中生情绪智力对自我调节学习具有一定预测作用。
[Abstract]:This paper reviews the emergence and development of high school students' emotional intelligence and self-regulated learning theory, and defines the concept of emotional intelligence and self-regulated learning. Using the method of questionnaire, taking the structure frame of emotional intelligence as the theoretical conception, taking the senior high school students as the research subjects, this paper probes into the relationship between the factors of emotional intelligence and each dimension of self-regulated learning, and discusses the relationship between the factors of emotional intelligence and each dimension of self-regulated learning, and from the gender, grade. Whether the only child and other demographic variables were used to analyze emotional intelligence and self-regulated learning. The conclusions are as follows: first, the emotional intelligence of high school students is positively correlated with their self-regulated learning ability, and the students with high emotional intelligence have higher self-regulated learning ability. Students with low emotional intelligence also have lower self-regulation ability. Second, there is no significant difference between emotional intelligence and self-regulated learning in sex, grade, single child, family origin and other demographic variables, but only in individual factors. Thirdly, high school students' emotional intelligence can predict self-regulated learning.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G444

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