教师差别行为、学业情绪与学习成绩的关系研究

发布时间：2018-05-08 18:35

本文选题：小学生 + 教师差别行为　；参考：《山西大学》2015年硕士论文

【摘要】：步入小学阶段的儿童,其主要的活动已由游戏转向了学习,尤其对于高年级段的小学生而言,学习已然成为他们生活的重要部分。一直以来,学生的学习受到了广泛关注。对于乡村小学生而言,学习更是成为许多家长期盼孩子改变命运的重要出路之一。学习成绩是反映学生学习效果、认知情感发展的一个重要依据,因而,关注乡村小学生学习成绩及其影响因素具有重要的意义。由于小学生主要活动及交往对象的转变,其内心的权威中心已慢慢由家长向教师转变。教师课堂内外的行为态度会更为敏感地为小学生所知觉,而当知觉到来自教师的差别行为对待时,它会对学生在完成学习任务、达到学习效果的过程中所产生的情绪体验及内心感受造成影响,这里的情绪体验即为学业情绪。学业情绪是学生在学习时,因参与学习活动、面对获得的学习成果时产生的情绪感受。作为一个与教学、学习活动关系密切的主观因素,学业情绪在对学生的学习活动情感体验及学习成绩产生影响的同时,也会对学生的身心健康全面发展起到十分重要的作用。由此,本研究将关注教师差别行为、学业情绪与小学生学习成绩之间的关系。研究选取运城市某乡镇区域内9所乡村小学五、六年级493名学生作为研究对象,采用问卷调查法对学生的相关现状进行调查。此次调查选用范丽恒编制的教师差别行为问卷、王妍的小学生学业情绪问卷及一次期中考试的语文、数学、英语三门成绩作为研究工具。利用各种统计方法对数据进行处理,以此探究乡村小学生教师差别行为、学业情绪的现状,并分析教师差别行为、学业情绪、学习成绩间的作用机制,结果表明：1.在教师差别行为方面,女生知觉到的情感支持、机会特权显著高于男生,而知觉到的负性反馈显著低于男生；高处境学生(班干部、高分组)知觉到的情感支持、机会特权显著高于低处境学生(非班干部、低分组),而知觉到的负性反馈显著低于低处境学生；同时,高分组学生能够知觉到的指导控制显著低于低分组。2.在学业情绪方面,女生在积极高(低)唤醒上得分显著高于男生,在消极高(低)唤醒上显著低于男生；高处境的学生(班干部、高分组)体验到的积极学业情绪显著高于低处境学生,体验到的消极学业情绪显著低于低处境学生。3.在教师差别行为、学业情绪与学习成绩的关系方面,教师差别行为不仅可以直接影响学生学习成绩,还可以通过学业情绪的不完全中介作用来影响学习成绩。具体表现为：教师差别行为中的指导控制可以通过积极低唤醒的不完全中介作用影响学习成绩；负性反馈在消极低唤醒的不完全中介作用下对学习成绩产生影响；情感支持可以通过积极低唤醒、消极低唤醒的不完全中介作用影响学习成绩。
[Abstract]:For children in primary school, their main activities have shifted from play to learning, especially for senior pupils, learning has become an important part of their lives. All along, the student's study has received the widespread attention. For rural pupils, learning has become one of the most important ways for many parents to expect their children to change their lives. Learning achievement is an important basis to reflect students' learning effect and cognitive affective development. Therefore, it is of great significance to pay attention to rural primary school students' learning achievement and its influencing factors. Due to the change of primary school students' main activities and objects of communication, their inner authority center has gradually changed from parents to teachers. The behavior attitude of the teacher inside and outside the classroom will be more sensitive to the pupils, and when they perceive the different behavior from the teacher, it will help the students to finish the study task. The emotional experience and inner feeling produced in the process of achieving the learning effect have an impact on the emotional experience, which is called academic emotion. Academic emotion is the emotional feeling of students when they are learning, because they participate in learning activities and face the learning results. As a subjective factor closely related to teaching and learning activities, academic emotion not only affects students' emotional experience of learning activities and academic achievement, but also plays an important role in the overall development of students' physical and mental health. Therefore, this study will focus on the relationship between teachers' differential behavior, academic emotion and pupils' academic achievement. In this study, 493 students of grade 5 and 6 in 9 rural primary schools in Yuncheng were selected as the research objects, and the related status of the students was investigated by questionnaire. The questionnaire was designed by Fan Liheng, Wang Yan's questionnaire of pupils' academic emotion and the Chinese, mathematics and English scores of a midterm exam. Using various statistical methods to deal with the data, this paper probes into the present situation of teachers' differential behavior and academic emotion in rural primary school students, and analyzes the mechanism of the action between teachers' differential behavior, academic emotion and academic achievement. The result shows that: 1. In the aspect of teachers' differential behavior, the perceived emotional support of female students was significantly higher than that of male students, while the perceived negative feedback was significantly lower than that of male students, and the emotional support perceived by high-status students (class cadres, high-score groups) was significantly lower than that of male students. The privilege of opportunity was significantly higher than that of the students with low status (non-class cadres, low grouping), but the perceived negative feedback was significantly lower than that of the low case students, and the guidance control perceived by the high score group was significantly lower than that of the low group. 2. In the aspect of academic emotion, the scores of positive high arousal and negative high arousal of girls were significantly higher than those of boys, while those of students with high status were significantly lower than those of boys. The positive academic emotions experienced by the high score group were significantly higher than those of the students in the low status group, and the negative academic emotions were significantly lower than those of the students in the low status group. In the aspect of teachers' differential behavior, the relationship between academic emotion and learning achievement, teachers' differential behavior can not only directly affect the students' learning achievement, but also affect the learning achievement through the incomplete intermediary function of the academic emotion. The results are as follows: the instruction control in teachers' differential behavior can influence learning achievement through the incomplete intermediary function of positive low arousal, negative feedback has influence on learning achievement under the action of negative low arousal incomplete intermediary; Emotional support can affect learning achievement through positive low arousal and negative low arousal.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.0

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