初中生学业情绪特点及其与家庭功能、自我概念的关系
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摘要
情绪是学校心理健康教育的重要内容之一,近年来,学业情绪逐渐成为学生情绪的研究热点。学业情绪是学生在学业情境下的所有情绪体验,它不仅受到学业情境的影响,而且也受到学业之外的家庭功能、自我概念的影响。
本研究采用青少年学业情绪问卷、家庭功能评定量表(FAD)、自我概念量表(Harter)调查了七年级、八年级、九年级的学生,共540人,有效被试496人；在考察初中生学业情绪的特点之后,采用相关分析,回归分析,系统的探讨了学业情绪与家庭功能、自我概念的关系。
主要的研究结论如下：
(1)整体来说,初中生的积极学业情绪多于消极学业情绪,高唤醒学业情绪多于低唤醒学业情绪。
(2)初中生部分的学业情绪存在显著的年级差异,积极高唤醒学业情绪、消极低唤醒学业情绪随着年级升高而增加；积极低唤醒学业情绪随着年级的升高而减少。
(3)初中生基本的学业情绪不存在显著性别差异。
(4)初中生学业情绪、家庭功能、自我概念密切相关。
(5)家庭功能、自我概念与积极、消极学业情绪的相关性大于与高唤醒、低唤醒的相关性。
(6)学业自我概念、一般自我概念在家庭功能和积极学业情绪、消极学业情绪之间起中介作用。
Content:Emotion is one of the key contents of mental health education in school, in recent years, academic emotions gradually become a research hotspot of students feeling. Academic emotions include all emotional experience of students in academic situations. It is not only affected by the academic situation, but also by the family functions and self-concept. In this study, young academic emotions scale, family function rating scale (FAD), Self Concept Scale (Harter) was used in order to survey of 540 junior high school students, and 496 valid subjects. After described the characteristics of their academic emotions, I investigated the system of the academic emotions and family functioning, self-concept relationship by using correlation analysis, regression analysis.
The main conclusions are as follows:
(1) Overall, the junior high school students experience more positive academic emotions than negative academic emotions, more high arousal academic emotions than low waken academic emotions.
(2) There is a significant junior difference of part of the academic emotions, positive-high arousal emotions, negative-low waken studies increased as their grade increased; positive-low waken emotions decreased as their grade increased..
(3) There is no significant gender difference of the basic academic emotions.
(4) The relation of academic emotions, family function, self-concept are very close.
(3) The correlation among family function, self-concept with positive and negative academic is higher than the correlation with high arousal and low waken emotions.
(5) Academic self-concept, general self-concept play intermediary role between the family function and positives and negative emotions.
本研究采用青少年学业情绪问卷、家庭功能评定量表(FAD)、自我概念量表(Harter)调查了七年级、八年级、九年级的学生,共540人,有效被试496人；在考察初中生学业情绪的特点之后,采用相关分析,回归分析,系统的探讨了学业情绪与家庭功能、自我概念的关系。
主要的研究结论如下：
(1)整体来说,初中生的积极学业情绪多于消极学业情绪,高唤醒学业情绪多于低唤醒学业情绪。
(2)初中生部分的学业情绪存在显著的年级差异,积极高唤醒学业情绪、消极低唤醒学业情绪随着年级升高而增加；积极低唤醒学业情绪随着年级的升高而减少。
(3)初中生基本的学业情绪不存在显著性别差异。
(4)初中生学业情绪、家庭功能、自我概念密切相关。
(5)家庭功能、自我概念与积极、消极学业情绪的相关性大于与高唤醒、低唤醒的相关性。
(6)学业自我概念、一般自我概念在家庭功能和积极学业情绪、消极学业情绪之间起中介作用。
Content:Emotion is one of the key contents of mental health education in school, in recent years, academic emotions gradually become a research hotspot of students feeling. Academic emotions include all emotional experience of students in academic situations. It is not only affected by the academic situation, but also by the family functions and self-concept. In this study, young academic emotions scale, family function rating scale (FAD), Self Concept Scale (Harter) was used in order to survey of 540 junior high school students, and 496 valid subjects. After described the characteristics of their academic emotions, I investigated the system of the academic emotions and family functioning, self-concept relationship by using correlation analysis, regression analysis.
The main conclusions are as follows:
(1) Overall, the junior high school students experience more positive academic emotions than negative academic emotions, more high arousal academic emotions than low waken academic emotions.
(2) There is a significant junior difference of part of the academic emotions, positive-high arousal emotions, negative-low waken studies increased as their grade increased; positive-low waken emotions decreased as their grade increased..
(3) There is no significant gender difference of the basic academic emotions.
(4) The relation of academic emotions, family function, self-concept are very close.
(3) The correlation among family function, self-concept with positive and negative academic is higher than the correlation with high arousal and low waken emotions.
(5) Academic self-concept, general self-concept play intermediary role between the family function and positives and negative emotions.
引文
[1]彭耽龄.普通心理学.第3版(修订版)[M].北京：北京师范大学出版社,2004：355.
[2][29] Pekrun R GoetzT TitzW, PerryR P.Academic emotions in students' self-regulated learning and achievement:A program of qualitative and quantitative research. Educational Psychologist,2002, (2):91-105.
[3]俞国良,董妍.学业情绪研究及其对学生发展的意义[J].教育研究,2005,309(10)：39-43.
[4][17]孙士梅.青少年学业情绪发展特点及其与自我调节学习的关系[D].山东山东师范大学,2006.
[5]陆莲.初中数学学习困难学生学业情绪及其影响因素研究[D].上海：华东师范大学,2008.
[6]Fredrickson BL The role of positive emotions in positive psychology. American Psychologist,2001, (56):218-226.
[7]Paula. Schultz Sonja L. Lanehart Introduction:Emotions in Education [J], Educational Psychologist,2002,37(2),67-68.
[8]Homas Goetz, Anne C. Frenze, and Reinhard Pekrun Between and within Domain Relations of Students, Academic Emotions [J]. Journal of education psychology, 2007,99(4),715-733.
[9]Debra K. Meyer, JulianneC.Turner.Diseovering Emotion in Classroom Motivation Research [J].Educational Psychologist,2002,37(2):P107-114
[10]Efklides A. Emotional experiences during learning:multiple, situated and dynamic. Learning and Instruction,2005, (15):377-380.
[11]董妍,俞国良.青少年学业情绪问卷的编制及应用[J].心理学报,2007,39(5)：852-860.
[12]李俊青.学业情绪经历模式之分析[D].台湾：台湾成功大学,2007.
[13]郑英娟.中学生物理学业情绪研究[D].陕西：陕西师范大学,2007.
[14]马惠霞.大学生一般学业情绪问卷的编制[J].中国临床心理学杂志,2008,(6)：593-596.
[15]赵联防.大学生学业情绪、学校归属感和心理健康的关系研究[D].福建：福建师范大学,2009.
[16]王妍.小学生学业情绪的问卷编制与现状研究[D].上海：上海师范大学,2009.
[18]Mochaels CR. Lewandowski LJ. Psychological adjustment and family functioning of boys with learning disabilities [J]. Journal of Learning Disabilities,1990, 23(7):446-450.
[19]Beavers WR, The Beavers Systems Model of Family Functioning [J].Journal of Family Therapy,2000,22(2):128-143.
[20]Walsh F. Normal Family Processes (3rd Edition) [J].New York:Guilford, 2003:514-54.
[21]Skinner H, Steinhauer P. Family Assessment Measure and Process Model of Family Functioning [J].Journal of Family Therapy,2000,22(2):190—210.
[22]Miller I W, Ryan CE etal. The McMaster Approach to Families:theory, assessment, treatment and research[J]. Journal of Family Therapy,2000,22:168—189.
[23]方晓义,徐洁,孙莉,张锦涛.家庭功能理论、影响因素及其与青少年社会适应的关系[J].心理科学进展.2004,12(4)：544--553.
[24]Shavelson etal. Validation of construct Review of Educational Research,1976.
[25]贺岭峰.自我概念研究的综述[J].心理学动态,1996,4(3)：41-44.
[26]Coppersmiths. The antecedents of self-esteem, San Francisco:W. Ⅱ.Freeman and Company,1967:321-335.
[27]孟晋,张进辅.国外学业自我概念研究进展[J].西南师范大学学报(哲社版),2003.(6)：157-160.
[28]刘萍,王振宏.国外自我概念研究中心的理论模型建构述评.西北师范大学学报(社科版),1997(3)：51-55.
[30][38]李彩娜.邹泓.亲子间家庭功能的知觉差异及其与青少年孤独感的关系[J].心理科学,2007.30(4)：810-813
[31][37]王五杰.初中生家庭环境、学业自我概念与学业情绪的关系[D].河南：河南大学,2010.
[32]徐夫真,张文新,张玲玲.家庭功能对青少年疏离感的预测,同伴接纳的调节作用及性别差异[J].心理发展与教育,2010.
[33]徐夫真,张文新.青少年疏离感的特点及其与家庭功能的关系[D].山东：山东师范大学学报,2008.
[34]Pekrun R, Elliot A J, Maier M A. Achievement goals and discrete emotions:A theoretical model and prospective test. Journal of Educational Psychology,2006; 98: 583-597.
[35]转引自Paul R Pintrich,Anne Marie M Conley, Toni M Kempler. Current issues in achievement goal theory and research. International Journal of Educational Research, 2003,39:319-337.
[36]周岚,朱鑫亚,章艳.大学生抑郁情绪和自我概念的相关研究[J].社会心理科学,2010.
[39]马焕芳.中学生父母教养方式、自我概念和欺负行为的关系研究[D].河南：河北师范大学,2010.
[40]金河岩,朴华英.家庭功能与初中生自我同一性的关系研究[J].心理科学,2009.
[41]温忠麟,张雷,侯杰泰,刘红云.中介效应检验程序及其应用[J].心理学报,2004,36(5)：614-620.
[2][29] Pekrun R GoetzT TitzW, PerryR P.Academic emotions in students' self-regulated learning and achievement:A program of qualitative and quantitative research. Educational Psychologist,2002, (2):91-105.
[3]俞国良,董妍.学业情绪研究及其对学生发展的意义[J].教育研究,2005,309(10)：39-43.
[4][17]孙士梅.青少年学业情绪发展特点及其与自我调节学习的关系[D].山东山东师范大学,2006.
[5]陆莲.初中数学学习困难学生学业情绪及其影响因素研究[D].上海：华东师范大学,2008.
[6]Fredrickson BL The role of positive emotions in positive psychology. American Psychologist,2001, (56):218-226.
[7]Paula. Schultz Sonja L. Lanehart Introduction:Emotions in Education [J], Educational Psychologist,2002,37(2),67-68.
[8]Homas Goetz, Anne C. Frenze, and Reinhard Pekrun Between and within Domain Relations of Students, Academic Emotions [J]. Journal of education psychology, 2007,99(4),715-733.
[9]Debra K. Meyer, JulianneC.Turner.Diseovering Emotion in Classroom Motivation Research [J].Educational Psychologist,2002,37(2):P107-114
[10]Efklides A. Emotional experiences during learning:multiple, situated and dynamic. Learning and Instruction,2005, (15):377-380.
[11]董妍,俞国良.青少年学业情绪问卷的编制及应用[J].心理学报,2007,39(5)：852-860.
[12]李俊青.学业情绪经历模式之分析[D].台湾：台湾成功大学,2007.
[13]郑英娟.中学生物理学业情绪研究[D].陕西：陕西师范大学,2007.
[14]马惠霞.大学生一般学业情绪问卷的编制[J].中国临床心理学杂志,2008,(6)：593-596.
[15]赵联防.大学生学业情绪、学校归属感和心理健康的关系研究[D].福建：福建师范大学,2009.
[16]王妍.小学生学业情绪的问卷编制与现状研究[D].上海：上海师范大学,2009.
[18]Mochaels CR. Lewandowski LJ. Psychological adjustment and family functioning of boys with learning disabilities [J]. Journal of Learning Disabilities,1990, 23(7):446-450.
[19]Beavers WR, The Beavers Systems Model of Family Functioning [J].Journal of Family Therapy,2000,22(2):128-143.
[20]Walsh F. Normal Family Processes (3rd Edition) [J].New York:Guilford, 2003:514-54.
[21]Skinner H, Steinhauer P. Family Assessment Measure and Process Model of Family Functioning [J].Journal of Family Therapy,2000,22(2):190—210.
[22]Miller I W, Ryan CE etal. The McMaster Approach to Families:theory, assessment, treatment and research[J]. Journal of Family Therapy,2000,22:168—189.
[23]方晓义,徐洁,孙莉,张锦涛.家庭功能理论、影响因素及其与青少年社会适应的关系[J].心理科学进展.2004,12(4)：544--553.
[24]Shavelson etal. Validation of construct Review of Educational Research,1976.
[25]贺岭峰.自我概念研究的综述[J].心理学动态,1996,4(3)：41-44.
[26]Coppersmiths. The antecedents of self-esteem, San Francisco:W. Ⅱ.Freeman and Company,1967:321-335.
[27]孟晋,张进辅.国外学业自我概念研究进展[J].西南师范大学学报(哲社版),2003.(6)：157-160.
[28]刘萍,王振宏.国外自我概念研究中心的理论模型建构述评.西北师范大学学报(社科版),1997(3)：51-55.
[30][38]李彩娜.邹泓.亲子间家庭功能的知觉差异及其与青少年孤独感的关系[J].心理科学,2007.30(4)：810-813
[31][37]王五杰.初中生家庭环境、学业自我概念与学业情绪的关系[D].河南：河南大学,2010.
[32]徐夫真,张文新,张玲玲.家庭功能对青少年疏离感的预测,同伴接纳的调节作用及性别差异[J].心理发展与教育,2010.
[33]徐夫真,张文新.青少年疏离感的特点及其与家庭功能的关系[D].山东：山东师范大学学报,2008.
[34]Pekrun R, Elliot A J, Maier M A. Achievement goals and discrete emotions:A theoretical model and prospective test. Journal of Educational Psychology,2006; 98: 583-597.
[35]转引自Paul R Pintrich,Anne Marie M Conley, Toni M Kempler. Current issues in achievement goal theory and research. International Journal of Educational Research, 2003,39:319-337.
[36]周岚,朱鑫亚,章艳.大学生抑郁情绪和自我概念的相关研究[J].社会心理科学,2010.
[39]马焕芳.中学生父母教养方式、自我概念和欺负行为的关系研究[D].河南：河北师范大学,2010.
[40]金河岩,朴华英.家庭功能与初中生自我同一性的关系研究[J].心理科学,2009.
[41]温忠麟,张雷,侯杰泰,刘红云.中介效应检验程序及其应用[J].心理学报,2004,36(5)：614-620.