学校人际与群际情绪对高中生学业情绪的影响及其机制研究

发布时间：2018-05-23 22:44

本文选题：学业情绪 + 有效教学行为　；参考：《陕西师范大学》2016年博士论文

【摘要】：学业情绪是指学生在学习过程中产生的与学业活动有关的各种情绪体验。Pekrun等学者提出的控制—价值理论为系统地研究影响学生学业情绪的个体因素和环境因素提供了一个整合框架。该理论认为学生对学业任务的控制和价值评估是学业情绪产生和发展的直接源泉,而环境变量则通过影响学生控制—价值评估结果从而对学业情绪产生间接的影响。本研究在Pekrun等提出的控制—价值理论、社会认知理论和社会比较理论等理论基础上,系统地研究了人际(教师与学生)和群际(班级)情绪对学生学业情绪的影响。在影响途径上,本文既考虑了学业价值和学业控制的中介作用,同时还进一步考虑了教师/同伴的人际行为(如教师有效教学行为和亲密同伴的亲社会行为),以及教师/同伴与学生的人际关系(如师生关系和同伴关系)的中介作用。研究一主要目的是简化俞国良等编制的青少年学业情绪问卷,验证学业情绪结构。对230名高中生的验证性因素分析结果表明,高中生学业情绪包括四个因子,分别为积极高唤醒学业情绪(自豪、高兴、希望)、积极低唤醒学业情绪(满足、平静、放松)、消极高唤醒学业情绪(焦虑、羞愧、生气)、以及消极低唤醒学业情绪(厌倦、无助、沮丧、心烦-疲乏)。简化版青少年学业情绪问卷每种情绪都保留了 3道题目,共计39道题目,各项心理测量学指标均符合要求。研究二研究了教师情绪对学生学业情绪的影响。对全国7个省份9所学校93份班主任问卷和3883份高中生问卷的跨层级中介效应分析结果表明,教师积极情绪显著影响学生积极高唤醒学业情绪,教师消极情绪显著影响学生消极高唤醒学业情绪。学业价值感、学业控制感、有效教学行为一起完全中介教师积极情绪对学生积极高唤醒学业情绪的影响;学业控制感和有效教学行为一起完全中介教师消极情绪对学生消极高唤醒学业情绪的影响;师生关系的中介作用不显著。研究三研究了班级情绪气氛对学生学业情绪的影响。对全国108个班级和4908份高中生问卷的跨层级中介效应分析结果表明,班级情绪气氛显著影响学生学业情绪。学业控制感、学业价值感、同伴关系部分中介班级情绪气氛对学生学业情绪的影响,但是总体中介效应量比较小。研究四研究了学业情绪在同伴之间的相互影响。在4908名高中生中匹配了1217对亲密朋友(n = 2434),并按同伴接纳程度分成高同伴接纳组和低同伴接纳组。结构方程模型分析结果表明,学业情绪可以在同伴之间相互影响。学业控制感、学业价值感、同伴关系在大部分模型中存在显著的中介作用;但是亲社会行为在大部分模型中的中介作用不显著。高同伴接纳组学生对低同伴接纳组学生的学业情绪影响途径更多,影响效应也相对较大,因此同伴接纳可能调节学业情绪在同伴之间的相互影响。研究五纵向研究了学业焦虑在同伴之间的相互影响。对107对(n = 214)亲密朋友追踪一周,每天施测一次。交叉滞后模型结果表明,学业焦虑可以在同伴之间动态地相互影响,高同伴接纳组→低同伴接纳组的滞后效应与低同伴接纳组→高同伴接纳组的滞后效应大体相等。本研究不仅揭示了学业情绪跨人际影响现象的普遍性,更重要的是揭示了这种现象的发生途径。本文研究结果具有重要的理论意义和实践价值。在理论上,本研究拓展了我们对学业情绪的前因及其影响的认识,丰富了学业情绪的研究内容。在教育教学实践上,学业情绪跨人际影响研究有助于教育工作者更好地了解教学过程和人际交往过程对学生学业情绪的影响途径,从而采取相关措施促进学生形成积极良好的学业情绪,减少其消极学业情绪体验。未来研究者需要更深入地研究微观人际交往过程在学业情绪跨人际影响中的中介机制和调节机制。
[Abstract]:Academic Emotion refers to the control value theory proposed by scholars, such as.Pekrun and other emotional experiences related to academic activities in the course of learning, provides an integrated framework for the systematic study of individual and environmental factors affecting students' academic emotions. The theory holds that students' control and value assessment of academic tasks are considered. It is the direct source of the emergence and development of academic emotion, while environmental variables have an indirect effect on Academic Emotion by influencing the results of student control value assessment. On the basis of the theory of control value theory, social cognition theory and social comparison theory put forward by Pekrun and so on, this study systematically studies interpersonal (teachers and learning). The influence of students' and group (class) emotion on students' academic emotion. In the way of influence, this paper not only considers the intermediary role of academic value and academic control, but also further considers the interpersonal behavior of teachers / companions (such as the effective teaching behavior of teachers and the pro social behavior of close companions), and the interpersonal relationship between teachers / peers and students. The main purpose of the study is to simplify the adolescent academic emotion questionnaire, such as Yu Guoliang, and to verify the academic emotion structure. The results of the confirmatory factor analysis of 230 senior high school students showed that the high school students' academic emotion includes four factors, which are positive and high arousal (proud and happy,) Hope), actively low arousal of Academic Emotion (satisfaction, calm, relaxation), negative awakening of Academic Emotion (anxiety, shame, anger), and passive and low arousal of Academic Emotion (boredom, helplessness, frustration, weariness). The simplified version of the adolescent academic emotion questionnaire has 3 topics, a total of 39 subjects, and all the psychometrics indicators The study two studied the influence of teacher's emotion on the students' academic emotion. The analysis of the cross hierarchy effect analysis on the questionnaire of 93 class teachers and 3883 senior high school students in 9 schools in 7 provinces of the country showed that the positive emotion of teachers significantly influenced the students to wake up their academic mood actively, and the negative emotion of the teachers significantly affected the students' negative influence. The influence of teacher's positive emotion on the students' arousing the academic emotion is completely mediated by the academic sense of value, academic control and effective teaching behavior. The influence of the academic control and effective teaching behavior on the students' negative arousal awakening the academic emotion, and the intermediary role of the teacher-student relationship. The study three studied the influence of class emotional atmosphere on students' academic emotion. Analysis of the cross level mediating effect of the questionnaire on 108 classes and 4908 high school students in the country showed that the class mood atmosphere significantly affected the students' academic emotion. The academic sense of control, academic value and peer relationship partly mediate the class mood of students to students. The impact of academic emotion, but the overall mediator effect was small. Study four studied the influence of Academic Emotion on peer interaction. 1217 pairs of close friends were matched in 4908 high school students (n = 2434), and they were divided into high peer acceptance and low peer acceptance groups according to the degree of peer acceptance. Academic control, academic value, and peer relationship have significant mediating role in most of the models, but the mediating role of Pro social behavior is not significant in most of the models. The students with high peer acceptance group have more influence on the students' Academic Emotion and influence effects in the low peer admission group. Relatively large, so peer acceptance may regulate the influence of Academic Emotion on peer interaction. Study five studies the interaction between academic anxiety and peer relationships. 107 pairs of close friends (n = 214) are tracked for one week and every day. The results of the cross lag model show that academic anxiety can dynamically interact with each other. The lag effect of the high peer acceptance group and the low peer acceptance group is roughly equal to the lag effect of the low peer acceptance group and the high peer acceptance group. This study not only reveals the universality of the inter interpersonal effects of academic emotion, but also reveals the way of the occurrence of this phenomenon. The results of this paper have important theoretical significance and the significance of this study. In theory, this study expands our understanding of the cause and influence of academic emotion, enriches the research content of academic emotion. In the practice of education and teaching, the study of inter interpersonal influence of academic emotion will help educators to better understand the teaching process and the influence of intercourse communication on students' academic emotion. In order to promote the students to form positive and good academic emotions and reduce their negative academic emotion experience, the future researchers need to study more deeply on the intermediary mechanism and regulation mechanism of the micro interpersonal process in the inter interpersonal impact of academic emotion.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：B842.6

【参考文献】