中小学生学业情绪、学习归因与学业成绩的关系研究

发布时间：2018-07-05 14:01

本文选题：学业情绪 + 学习归因　；参考：《陕西师范大学》2014年硕士论文

【摘要】：中小学生的学业成绩一直是关注的焦点。通过考察四至九年级学生学业情绪与学习归因的现状,并对其之间的关系进行分析,进一步探讨学业情绪与学习归因对学业成绩的影响。目的在于了解学生学业成绩的具体影响因素,为下一步的教育教学工作提供指导,也为学生的学习提供帮助。采用学业情绪量表和学业成就归因量表对西安市1284名四至九年级学生进行问卷调查。结果发现： (1)中小学生在积极情绪和消极情绪上年级之间存在显著差异。整体消极情绪高于积极情绪,消极情绪随着年级的升高有上升趋势。不同性别的中小学生在消极情绪上存在显著差异,在积极情绪上不存在显著差异。中学男生在积极情绪和消极情绪上的得分均高于女生,小学女生在积极情绪上的得分要高于男生,在消极情绪上男生高于女生。总体来说,小学生的消极情绪少一些,但中小学生的学业情绪都很丰富,积极情绪和消极情绪同时存在。 (2)中小学生在能力、努力、情境和运气归因上年级之间均存在显著差异,中学生在情境归因上无显著差异,归因较一致。八年级在能力、努力和运气归因方面得分最高。四年级在能力和努力归因方面得分最高,六年级在情境和运气归因方面得分最高。不同性别的中小学生在归因上基本不存在显著差异。男生在归因的各个方面得分均高于女生。可见,中学生主要是内在归因,而小学生是外在归因在比较突出,外在环境对小学生的影响非常重要。 (3)学业情绪、学习归因和学业成绩之间彼此存在不同程度的相关,学习归因既是积极的学业情绪和学业成绩之间的部分中介因素,也是消极的学业情绪和学业成绩之间的部分中介因素。其中,对中学生来说,能力归因在积极的学业情绪和学业成绩之间起部分中介作用,运气归因在消极的学业情绪和学业成绩之间起部分中介作用；对小学生来说,能力归因在消极的学业情绪和学业成绩之间起部分中介作用。结论：学业情绪和学习归因对学业成绩都有预测作用,学业情绪对学业成绩产生直接影响,也可以通过归因中介变量对学业成绩产生间接影响。
[Abstract]:The academic achievement of primary and middle school students has been the focus of attention. By investigating the present situation of academic emotion and learning attribution of students in grades 4 to 9, and analyzing the relationship between them, the influence of academic emotion and attribution on academic achievement is further discussed. The purpose is to understand the specific factors affecting students' academic achievement, to provide guidance for the next step of education and teaching, and also to provide help for students' learning. 1284 students of grade 4 to 9 in Xi'an were investigated by using the scale of academic emotion and Attribution of academic Achievement. The results showed that: (1) there were significant differences between positive and negative emotions. The overall negative emotion is higher than the positive emotion, and the negative emotion has an upward trend with the increase of grade. There were significant differences in negative emotions between primary and middle school students of different genders, but no significant differences in positive emotions. The scores of positive emotion and negative emotion in middle school boys were higher than that of girls, the scores of primary school girls in positive emotions were higher than those of boys, and the scores of boys in negative emotions were higher than those of girls. Generally speaking, pupils have less negative emotions, but the academic emotions of primary and middle school students are very rich, and both positive and negative emotions exist. (2) Primary and middle school students are able to work hard. There were significant differences between the two grades, but there was no significant difference in situational attribution among middle school students. Grade 8 scored the highest in terms of ability, effort, and attribution of luck. Grade 4 scored the highest in ability and effort attribution, and grade 6 scored the highest in situational and luck attribution. There is no significant difference in attribution between primary and middle school students of different genders. Boys scored higher in all aspects of attribution than girls. It can be seen that middle school students are mainly internal attribution, while primary school students are external attribution is more prominent, the external environment is very important to the impact of primary school students. (3) academic mood, There are different correlations between learning attribution and academic achievement. Learning attribution is not only a part of intermediary factor between positive academic emotion and academic achievement, but also a part of intermediary factor between negative academic emotion and academic achievement. Among them, for middle school students, ability attribution plays a part intermediary role between positive academic emotion and academic achievement, while luck attribution plays a part intermediary role between negative academic emotion and academic achievement; for primary school students, Ability attribution partly mediates between negative academic emotion and academic achievement. Conclusion: both academic emotion and learning attribution can predict academic achievement. Academic emotion has direct influence on academic achievement and can also indirectly affect academic achievement through attribution intermediary variable.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

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