民办高职学生学业情绪与教师支持的关系研究

发布时间：2019-05-28 09:25

【摘要】：学业情绪是指各种与学习相关的情绪体验,它对学生的学业成绩、心理健康和生活质量都将产生重要的影响。高职院校学生作为一个特殊群体,近年来随着社会需求的提升,就读的学生人数也在逐年增加。受社会偏见的影响,很多就读高职院校的学生在整个学业中会出现不同程度的负面学业情绪。所有的负面情绪都会对学生的精神健康和学习成长造成负面影响。近几年,民办高职生学业情绪成为关注的热点。本研究选取3所民办高职学校500名学生为研究对象,采用问卷调查法,对民办高职生感知到的教师支持(以下简称教师支持)与学业情绪之间的关系进行了深入研究。结果显示:(1)高职生学业情绪的特点分析显示,男生对于消极低唤醒情绪的体验明显高于女生。学业情绪11个维度从弱到强依次为:快乐、颓废、自豪、放松、麻木、苦恼、满足、厌倦、迷茫、焦虑、后悔。综合分析得出,高职院校学生有着较为丰富的学业情绪,其消极情绪体验明显强于积极情绪。(2)在学业情绪的维度分析中,颓废、麻木存在着明显的性别差异。主要表现为,男生在这两个维度上的成绩明显高于女生,男女生在其它维度上的表现大致相同。(3)快乐、焦虑、后悔、颓废、迷茫、麻木、厌倦、苦恼维度上存在显著的年级差异。大一高职生的快乐水平显著低于大二、大三;大二高职生的焦虑、颓废水平显著低于大三;大三高职生的后悔、迷茫水平显著高于大一、大二;大二高职生的麻木、苦恼、厌倦水平显著低于大一、大三。(4)教师支持与学业情绪的相关分析结果可以看出,学习支持、情感支持、教师支持总分都与满足、快乐呈正相关;学习支持、能力支持、情感支持、教师支持总分与放松、自豪呈正相关,学习支持与颓废呈负相关;学习支持、能力支持、情感支持、教师支持总分与迷茫、厌倦呈负相关;学习支持、情感支持、教师支持总分与麻木呈负相关;学习支持、教师支持总分与苦恼呈负相关。另外,学习支持、能力支持、情感支持以及教师支持总分均与积极高唤醒、积极低唤醒的学业情绪显著正相关;学习支持、情感支持以及教师支持总分均与消极低唤醒的学业情绪显著负相关。(5)从教师支持对学生学业情绪的回归分析可以看出,学习支持、能力支持和情感支持可解释积极高唤醒学业情绪总变异的15%;学习支持、能力支持可解释积极低唤醒学业情绪总变异的10%;学习支持、情感支持均可解释消极低唤醒总变异的8%。
[Abstract]:Academic emotion refers to all kinds of emotional experiences related to learning, which will have an important impact on students' academic performance, mental health and quality of life. As a special group, the number of students in higher vocational colleges is increasing year by year with the improvement of social demand in recent years. Under the influence of social prejudice, many students in higher vocational colleges will have different degrees of negative academic emotion in the whole study. All negative emotions have a negative impact on students' mental health and learning growth. In recent years, the academic emotion of private vocational students has become the focus of attention. In this study, 500 students from three private higher vocational schools were selected as the research objects, and the relationship between teacher support (hereinafter referred to as teacher support) and academic emotion of private vocational college students was studied by questionnaire. The results showed that: (1) the analysis of the characteristics of academic emotion of higher vocational students showed that the experience of negative low arousal emotion in boys was significantly higher than that in girls. The 11 dimensions of academic emotion from weak to strong are: happiness, decadence, pride, relaxation, numbness, distress, satisfaction, boredom, confusion, anxiety, regret. The comprehensive analysis shows that the students in higher vocational colleges have a rich academic emotion, and their negative emotional experience is obviously stronger than the positive emotion. (2) in the dimensional analysis of academic emotion, there are obvious gender differences in decadence and numbness. The main performance is that the performance of boys in these two dimensions is significantly higher than that of girls, and the performance of male and female students in other dimensions is about the same. (3) Happiness, anxiety, regret, decadence, confusion, numbness, boredom, There are significant grade differences in the dimension of distress. The level of happiness of freshmen is significantly lower than that of sophomores and sophomores, the anxiety and decadence level of sophomores are significantly lower than those of sophomores, and the level of regret and confusion of sophomores is significantly higher than that of freshmen and sophomores. The level of numbness, distress and boredom of sophomore vocational students is significantly lower than that of freshmen and freshmen. (4) the results of correlation analysis between teacher support and academic emotion show that the total scores of learning support, emotional support and teacher support are all satisfied. Happiness is positively correlated; The total scores of learning support, ability support, emotional support and teacher support were positively correlated with relaxation, pride and decadence, while learning support, ability support, emotional support and teacher support were negatively correlated with confusion and boredom, while learning support, ability support, emotional support and teacher support were negatively correlated with confusion and boredom, while learning support, ability support, emotional support and teacher support were negatively correlated with confusion and boredom. The total score of learning support, emotional support and teacher support was negatively correlated with numbness, while the total score of learning support and teacher support was negatively correlated with distress. In addition, learning support, ability support, emotional support and the total score of teacher support were positively correlated with the academic emotion of positive high arousal and positive low arousal. Learning support, emotional support and the total score of teacher support were negatively correlated with negative low arousal academic emotion. (5) from the regression analysis of teacher support to students' academic emotion, we can see that learning support, Ability support and emotional support can explain 15% of the total variation of positive and high awakening academic emotion. Learning support and ability support could explain 10% of the total variation of positive and low arousal academic emotion, while learning support and emotional support could explain 8% of the total variation of negative low arousal.
【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】：G712.0

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