高中生情绪智力与学习自控力的关系研究
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摘要
本研究旨在探讨高中生情绪智力与学习自控力的关系，并探索通过培养情绪智力的方法提高学生的学习自控力。在调查了漳州市封闭式私立中学和普通公立中学共434名高一、高二学生的情绪智力与学习自控力的基础上，分析了情绪智力与学习自控力的关系，对比了封闭式私立中学和普通公立中学学生情绪智力与学习自控力的差异，最后从其中一所封闭式私立中学选取一个实验班和一个控制班开展情绪智力的培养实验。研究结果表明：(1)情绪智力与学习自控力具有显著的正相关；(2)情绪自我调控能力与学习自控力的相关程度最高，且对学习自控力具有较好的预测作用；(3)封闭式私立中学高中生的情绪智力和学习自控力高于普通公立中学；(4)培养高中生的情绪智力对提高学习自控力有一定的作用；(5)情绪智力的研究性学习对培养高中生的自控策略具有显著的效果。
This study is to investigate relationship between emotional intelligence andself-control in learning of senior middle school students, so as to develop a method whichwill improve students' self-control in learning by training their emotional intelligence.434 students of senior One and senior Two, who come from private closed schools and apublic non-key school, are surveyed on their emotional intelligence and self-control inlearning. Based on that, it analyses relationship between emotional intelligence andself-control in learning. Then compare emotional intelligence and self-control in learningof students in private closed schools with public non-key schools, students in privateclosed schools show significantly higher. After that, 2 classes are chosen from one of theprivate closed schools, one is the control class, the other is the treatment one, which willundergo the treatment. The results are as follows:
Firstly, students'emotional intelligence is positively related with their self-control inlearning.
Secondly, the ability to regulate and control one's emotion showes strongest relationwith self-control in learning, what's more, it can better pridict students'self-control inlearning.
Thirdly, emotional intelligence and self-control in learning of students from privateclosed schools are better than those from public non-key schools.
Fourthly, students' self-control in learning can be improved by training theiremotional intelligence.
Finally, students'self-control strategy can be significantly improved byresearch-oriented study of emotional intelligence.
This study is to investigate relationship between emotional intelligence andself-control in learning of senior middle school students, so as to develop a method whichwill improve students' self-control in learning by training their emotional intelligence.434 students of senior One and senior Two, who come from private closed schools and apublic non-key school, are surveyed on their emotional intelligence and self-control inlearning. Based on that, it analyses relationship between emotional intelligence andself-control in learning. Then compare emotional intelligence and self-control in learningof students in private closed schools with public non-key schools, students in privateclosed schools show significantly higher. After that, 2 classes are chosen from one of theprivate closed schools, one is the control class, the other is the treatment one, which willundergo the treatment. The results are as follows:
Firstly, students'emotional intelligence is positively related with their self-control inlearning.
Secondly, the ability to regulate and control one's emotion showes strongest relationwith self-control in learning, what's more, it can better pridict students'self-control inlearning.
Thirdly, emotional intelligence and self-control in learning of students from privateclosed schools are better than those from public non-key schools.
Fourthly, students' self-control in learning can be improved by training theiremotional intelligence.
Finally, students'self-control strategy can be significantly improved byresearch-oriented study of emotional intelligence.
引文
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[18] 许远理．情绪智力组合理论的建构与实证研究[D]．首都师范大学博士学位论文．2004
[19] 李涛．大学生情绪智力及其对心理健康的作用研究[D]．华中师范大学硕士学位论文．2005
[20] 王才康 何智雯．父母养育方式和中学生自我效能感、情绪智力的关系研究[J]．中国心理卫生 杂志．2002，(11)：781-785
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[22] 李皓，金瑜．资优中学生情绪智力技能水平的差异对个性的影响[J]．中国特殊教育．2004，(2)
[23] 朱仲敏．情绪智力与认知智力、人格特质和学业成绩的关系研究[D]．上海师范大学硕士学位论文．2004
[24] 何小蕾．情绪智力问卷的开发及其应用研究[D]．华东师范大学硕士学位论文．2004
[25] 龙玉川，唐平等．364名大学生的情商和智商高低对学习成绩影响的相关性研究．泸州医学院学报．[J]．2002，(2)：
[26] 王才康．情绪智力与大学生焦虑、抑郁和心境的关系研究．中国临床心理杂志．[J]．2002，(4)：
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[41] Corno,L. & Mandinach,E.B. The role cognitive engagement in classroom learning and motivation [J].Educational Psychologist. 1983, 18(1): 88-108
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[44] 程炳林，林清山．国中学生学习行动控制模式之验证及行动控制变项与学习适应之关系[J]．教育心理学报．1999，31(1)：1—35
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[2] 张叶云．高中生学习自控力与学业自我概念的相关研究[D]．福建师范大学硕士学位论文．2006
[3] Thorndike, E.L. Intelligence and its uses[M]. Harper's Magazine. 1920, 140: 227-235
[4] 谢宝珍，金盛华．实践智力、社会智力、情绪智力的概念及其教育价值[J]．心理学探新．2001，21(2)：21-25．
[5] 叶国萍．中学生情绪智力与自我调节学习关系的研究[D]．首都师范大学硕士学位论文．2005：8
[6] 张惠敏．中学生情绪智力与社会支持及心理健康的关系[D]．上海师范大学硕士学位论文．2005：5
[7] 秦红霞．大学生情绪智力与性格特质的相关研究[D]．华东师范大学硕士学位论文．2005：3，12
[8] 陈树婷．高中生情绪智力、人际关系和学业成绩的相关性研究[D]．浙江大学硕士学位论文．2006：2-4
[9] 李国瑞，何小蕾．情绪智力研究的现状及发展趋势[J]．心理科学．2003：5
[10] KafetsiosY. Attachment and emotional intelligence abilities across the life course [J]. Personalitya ndi ndividuald iferences, 2004,37: 129-145.
[11] 王晓娟．大学生情绪智力问卷编制及调查[D]．上海师范大学硕士学位论文．2005：7
[12] 卢家楣．对情绪智力的探讨[J]．心理科学．2005，28(5)：1246-1249
[13] 林崇德，杨治良等．心理学大辞典[M]．上海教育出版社，2003：868
[14] Petrides KV, Frederickson N, Furnham A. The role of trait emotional inteligence inaca demic performance and deviantb ehaviora ts chool[J]. Personality and individual differences, 2004,36:27 7-293.
[15] Ungsinun Intarakamhan, Ashara Sucaromana. Synthesis of Research Studies in Thailand relating to Emotional Intelligence. Presentation at the programme of the 34th Annual Conference of Friday 8th. 2005:4
[16] 王晓均．情绪智力理论结构的实证研究[J]．心理科学．2000，(1)
[17] 徐小燕．大学生情绪智力量表的编制与实测[D]．西南师范大学硕士学位论文．2003
[18] 许远理．情绪智力组合理论的建构与实证研究[D]．首都师范大学博士学位论文．2004
[19] 李涛．大学生情绪智力及其对心理健康的作用研究[D]．华中师范大学硕士学位论文．2005
[20] 王才康 何智雯．父母养育方式和中学生自我效能感、情绪智力的关系研究[J]．中国心理卫生 杂志．2002，(11)：781-785
[21] 杨建锋，徐小燕等．关于中学生情绪智力的调查研究[J]．西南师范大学学报(自然科学版)．2003，(4)：650-654
[22] 李皓，金瑜．资优中学生情绪智力技能水平的差异对个性的影响[J]．中国特殊教育．2004，(2)
[23] 朱仲敏．情绪智力与认知智力、人格特质和学业成绩的关系研究[D]．上海师范大学硕士学位论文．2004
[24] 何小蕾．情绪智力问卷的开发及其应用研究[D]．华东师范大学硕士学位论文．2004
[25] 龙玉川，唐平等．364名大学生的情商和智商高低对学习成绩影响的相关性研究．泸州医学院学报．[J]．2002，(2)：
[26] 王才康．情绪智力与大学生焦虑、抑郁和心境的关系研究．中国临床心理杂志．[J]．2002，(4)：
[27] 张秋艳，张卫等．中学生情绪智力与应对方式的关系．中国心理卫生杂志．[J]．2004，(8)：
[28] Deane H. Shapiro, J r. John A. Astin. Control Therapy: Anintegrated approach to psychotherapy, health, and headling. John Wiley & Sons, Inc. 1998:9-14,18-36
[29] Bandura. A. Self-efficacy: The exercise of control [M]. NewYork.. W.H. Freeman. 1997
[30] Bandura. A. Social foundations of thought and action: A socialcognitive theory[M]. Englewood Cliffs, NJ: Prentice Hall. 1986
[31] 于国庆．大学生自我控制研究[J]．心理科学．2005，28(6)：1338-1343
[32] Rosenbaum M. Learned Resourcefulness, stress, and self-regulation, in S. Fisher and J. Reason (eds.) Handbook of Life Stress, Cognition and Health [C]. Chichester: John Wiley & Son. 1988: 483-496.
[33] 弋佳．自控学习理论—面向未来的素质教育[J]．教育探索．2001．6：37
[34] Heckhausen, J. & Dweck, C. S. Motivation and self-regulation across the life span[M]. Cambridge University Press. 1998.
[35] 徐漩．国外儿童自我控制研究述评[D]．硕士论文．2000．6
[36] 张灵聪．初中生学习自控力特点的研究[D]．西南师范大学博士学位论文．2001
[37] 郭晓飞．自我控制行为研究概述[J]．绍兴文理学院学报．2002，22(2)：112
[38] Kanfer F H, Hagerman S. The role of self—regulation,in L P Rehm(ed.) Behavior therapy for depression: Present status and fu2ture directions [C]. New York: Academic Press. 1981,143—179.
[39] Rosenbaum M. The three functions of self-control behavior: redressive, eformative and experiential [J]. Work and Stress. 1993,7 (1): 33—46.
[40] Corno, L. The best laid plans: Modern conceptions and educational research[J]. Educational Research. 1993, 22(1): 14-22.
[41] Corno,L. & Mandinach,E.B. The role cognitive engagement in classroom learning and motivation [J].Educational Psychologist. 1983, 18(1): 88-108
[42] Butler D.L. & Winne P.H. Feedback and self-regulated learning: a theoretical synthesis [J]. Review of Educational Research. 1995,87(3):245-281
[43] 邹丹杰．漳州师范学院大学生学习自我控制特点的研究[D]．厦门大学硕士学位论文，2005：14-17
[44] 程炳林，林清山．国中学生学习行动控制模式之验证及行动控制变项与学习适应之关系[J]．教育心理学报．1999，31(1)：1—35
[45] 张灵聪，黄希庭．初中生学习自我控制量表的编制[J]．湖南师范大学教育科学学报．2002(3)：125—128．
[46] 张荣伟．情绪对初中生学习自控影响的研究．福建师范大学硕士学位论文．2006．5
[47] Schunk & B.J., Zimmerman (Eds). Self-regulation of learning and performance [J]. Hillsdale, New Jersey: Lawrence Erlbaum Associates. 1994
[48] 张灵聪．初中生学习自控力与自我形象的相关研究[J]．西南师范大学学报(自然科学版)．2002，27(4)600-603
[49] Paul Karoly & Frederick IiKanfer (Eds.). Self-management and behavior change: from theory to practice[M]. New York: Pergamon Press. 1982
[50] Kendall, P.C. & Wilcox, L, E.. Cognitive-Behavioral Treatment for Impulsivity: Concrete Versus Conceptual Training in Non-Self-Controlled Problem Children[J]. Journal of Consulting and Clinical Psychology. 1980, 48(I): 80-91.
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