初中数学学习困难学生学业情绪及其影响因素研究
|
摘要
学业情绪是与学业学习、课堂教学和学业成就有直接关系的各种情绪的总称。它是一种重要的非智力因素,它不仅对学生的学习过程和学习成绩产生重要影响,而且对学生的身心发展产生重要影响。为全面了解数学学习困难学生学业情绪的特点,分析影响这些学生学业情绪的各种因素,本研究采用问卷法和访谈法相结合的方式,对上海市5所普通初中330名初中生进行了研究。结果表明:
(1)初中数困生不仅焦虑、羞愧、厌倦、无助、沮丧和疲乏心烦等消极学业情绪比非数困生多,而且高兴、自豪、满足、平静和放松等积极学业情绪也明显比非数困生少。
(2)初中不同年级数困生与非数困生经历了不同的学业情绪体验。
(3)男女数困生和非数困生在消极低唤醒学业情绪体验上也具有不同的特点。
(4)初中数困生的学业情绪总体上受年级影响比较明显。初二年级数困生比初一和初三年级体验了较多的消极学业情绪和较少的积极学业情绪。
(5)初中男女数困生经历了相同的积极学业情绪体验(除希望学业情绪外)和消极高唤醒学业情绪体验。但男数困生比女数困生体验到了更多的厌倦、无助等消极低唤醒学业情绪。
(6)初中数困生的学业情绪体验受多种因素影响。
在个体内因素方面,成就目标、学业自我概念、自我数学信念和个性特征对初中数困生的学业情绪体验具有明显的影响。
在外部影响因素方面,父母数学信念、师生关系和竞争的班级环境对初中数困生的学业情绪体验也具有较大的影响。
本研究在分析初中数困生学业情绪的特点、探讨学业情绪影响因素的基础上,还对初中数困生的学业情绪辅导提供了一些建议和设想,为实践工作提供理论支持和参考意见,也为今后这方面的研究提供一些资料。
Academic emotions are various emotional experiences that directly linked to academic learning, classroom instruction, and academic achievement. Academic emotions are important non-intelligence factor that don't only affect the study progress and academic achievement, but also influence students' psychological and physical heath. In order to find out the characteristics of academic emotions of mathematics learning disabilities students, as well as analyze the influence factors of academic emotion, it was investigated among 330 students in five middle schools in Shanghai. The results showed:
(1) Significant effects of grade and gender between students with and without mathematics learning disabilities are found. The students with mathematics learning disabilities have more negative academic emotions and less positive academic emotions than the students without mathematics learning disabilities.
(2) Significant differences between students with and without learning disabilities were reported in different grades in middle school.
(3) The male and female students with and without mathematics learning disabilities in middle school have different characteristics in the negative-low arousal emotions.
(4) Academic emotions of mathematics learning disabilities students in middle school as a whole has significant grade difference, especially in Grade two, the mathematics learning disabilities students have more negative academic emotions and less positive academic emotions.
(5) The negative-low arousal emotions have the significant gender difference, and the male students with mathematics learning disabilities have more boredom and hopelessness emotion.
(6) Academic emotions are affected by individual internal factors and external factors. Achievement goals, academic self-concept, mathematical beliefs and personalityly have significant effect on academic emotions of the students with mathematics learning disabilities; Parents' mathematical beliefs, the relationship between teachers and students and competition affect significantly academic emotions of the students with mathematics learning disabilities.
Based on the analysis of the characteristics and influence factors of academic emotions, some suggestions were given. It may help the teachers in practice and alse served as reference to the other researchers in this field.
(1)初中数困生不仅焦虑、羞愧、厌倦、无助、沮丧和疲乏心烦等消极学业情绪比非数困生多,而且高兴、自豪、满足、平静和放松等积极学业情绪也明显比非数困生少。
(2)初中不同年级数困生与非数困生经历了不同的学业情绪体验。
(3)男女数困生和非数困生在消极低唤醒学业情绪体验上也具有不同的特点。
(4)初中数困生的学业情绪总体上受年级影响比较明显。初二年级数困生比初一和初三年级体验了较多的消极学业情绪和较少的积极学业情绪。
(5)初中男女数困生经历了相同的积极学业情绪体验(除希望学业情绪外)和消极高唤醒学业情绪体验。但男数困生比女数困生体验到了更多的厌倦、无助等消极低唤醒学业情绪。
(6)初中数困生的学业情绪体验受多种因素影响。
在个体内因素方面,成就目标、学业自我概念、自我数学信念和个性特征对初中数困生的学业情绪体验具有明显的影响。
在外部影响因素方面,父母数学信念、师生关系和竞争的班级环境对初中数困生的学业情绪体验也具有较大的影响。
本研究在分析初中数困生学业情绪的特点、探讨学业情绪影响因素的基础上,还对初中数困生的学业情绪辅导提供了一些建议和设想,为实践工作提供理论支持和参考意见,也为今后这方面的研究提供一些资料。
Academic emotions are various emotional experiences that directly linked to academic learning, classroom instruction, and academic achievement. Academic emotions are important non-intelligence factor that don't only affect the study progress and academic achievement, but also influence students' psychological and physical heath. In order to find out the characteristics of academic emotions of mathematics learning disabilities students, as well as analyze the influence factors of academic emotion, it was investigated among 330 students in five middle schools in Shanghai. The results showed:
(1) Significant effects of grade and gender between students with and without mathematics learning disabilities are found. The students with mathematics learning disabilities have more negative academic emotions and less positive academic emotions than the students without mathematics learning disabilities.
(2) Significant differences between students with and without learning disabilities were reported in different grades in middle school.
(3) The male and female students with and without mathematics learning disabilities in middle school have different characteristics in the negative-low arousal emotions.
(4) Academic emotions of mathematics learning disabilities students in middle school as a whole has significant grade difference, especially in Grade two, the mathematics learning disabilities students have more negative academic emotions and less positive academic emotions.
(5) The negative-low arousal emotions have the significant gender difference, and the male students with mathematics learning disabilities have more boredom and hopelessness emotion.
(6) Academic emotions are affected by individual internal factors and external factors. Achievement goals, academic self-concept, mathematical beliefs and personalityly have significant effect on academic emotions of the students with mathematics learning disabilities; Parents' mathematical beliefs, the relationship between teachers and students and competition affect significantly academic emotions of the students with mathematics learning disabilities.
Based on the analysis of the characteristics and influence factors of academic emotions, some suggestions were given. It may help the teachers in practice and alse served as reference to the other researchers in this field.
引文
1.田宝,郭德俊.考试焦虑影响考试成绩的基本模式[J].心理科学,2004,27(6):1360.1364
2.俞国良,董妍.学业情绪研究及其对学生发展的意义.教育研究,2005,(10):39-43
3.郭小艳,王振宏.积极情绪的概念、功能与意义[J].心理科学进展,2007,(5):810-815
4.孙芸.初中生厌学问题研究.华东师范大学硕士学位论文,2005年
5.杨秀君,孔克勤.学习成功感的影响因素研究.心理科学.2004(6):1291.1295
6.张叶云.高中生学习自控力与学业自我概念的相关研究.福建师范大学,硕士学位论文,2006年
7.张晓龙.中学生数学焦虑、信念与成绩关系的研究.河北大学硕士学位论文,2004年
8.张美娟.教师、家长的数学信念与学习观与学生的数学焦虑的相关研究.华东师范大学硕士学位论文,2006年
9.陈国鹏.学习不良学生的智商、个性和自我概念的研究.心理科学.2001,(6):732-733
10.王极盛.中学生焦虑与其相关影响因素的综合研究.中国临床心理学杂志.2003,(3):164-166
11.林国珍,李娜.青少年学习困难相关心理因素分析.上海精神医学.2005,17(6):328-330
12.俞国良,董妍.学习不良青少年与一般青少年学业情绪特点的比较研究.心理科学,2006,29(4):811-814
13.李静.初中生的班级环境、成就目标定向对其学业求助行为的影响研究.河北师范大学,2005年
14.杨秀君.学习成功感研究.华东师范大学博士论文,2004年
15.俞国良,董妍.情绪对学习不良青少年选择性注意和持续性注意的影响.心理学报.2007,39(4):679-689
16.曾守锤,吴华清.学习不良儿童自我概念研究综述.中国特殊教育.2004,47(5):85-90
17.郭呈,何晓燕.学业自我概念及其与学业成绩关系的研究综述.心理科学.2006,29(1):133-136
18.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.山东师范大学硕士学位论文,2006年
19.董妍,俞国良.青少年学业情绪问卷的编制及应用.心理学报.2007,39(5):852-860
20.李淑娜,郭洪波.人格何积极情绪的相关研究综述.文教资料.2007,1:206-207
21.徐琴美,鞠晓辉.9～11岁儿童对失败学习情境的情绪反应和情绪表达研究.心理科学,2005,28(2):447-450
22.赵微,王津.我国学习困难研究的现状与展望.中国特殊教育,2006,67(1):91-96
23.张超.数学学习困难学生情感培养的教师支持策略.宿州教育学院学报,2006,9(5): 106-107
24. Linnenbrink E A. Pintrich P R.. Achievement goal theory and affect: An asymmetrical bi-directional model. Educational Psychologist, 2002, 37 (2): 69 — 78
25. Hankin B L & Abramson L Y. Development of gender differences in depression:Description and possible explanations. Annals of Medicine, 1999, 31: 372—379
26. Thomas Goetz & Reinhard rekrun et al. Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instructon. British journal Educatonal Psychology. 2006, 76: 289—308
27. Thomas Goetz & Anne C.Frenzel. The domain specificity of academic emotional experiences. The journal of experimental education. 2006, 76 (1): 5—29
28. Schutz P A, Ianehart S 1, Introduction: Emotions in education, educational Psychologist, 2002, 37 (2): 67 — 68
29. Gamora G., Arsenic W F, Emotionality, Emotion Regulation, and School Performance in Middle School Children, Journal of School Psychology, 2002, 40 (5): 395 — 413
30. Russell J A.A circumplex model of affect. Journal of Personality and Social psychology, 1980, 39 (6): 1161-1178
31. Feldman L B, Russell J A, the structure of current affect: controversies and emerging consensus. Current directions in psychological science, 1999, 8: 10-14
32. Elliot A J, McGregor H.A A2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 2001, 80 (3): 501—519
33. Brian C. Patrick, Ellen A, et al. What motivates children's behavior and emotion Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and social Psychology, 1993, 65: 781—791
34. Pekrun R, Andrew J. Elliot. Achievement Goals and Discrete Achievement Emotions: A Theoretical Model and Prospective Test. Journal of Educational Psychology, 2006, 98: 583— 597
35. Weiner B. An attributional theory of achievement motivation and emtion. Psychological Review, 1985, 92 (4): 548-573
36. Banduara A. Self—efficacy: Toward a unifying theory of behavioral change. Psychological Review, 1997, 84: 191-215
37. Pekrun R,Thomas Gortz, Wolfram Titz, et al. Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research.. Educational Psychologist, 2002, 37 (2): 91 — 105
2.俞国良,董妍.学业情绪研究及其对学生发展的意义.教育研究,2005,(10):39-43
3.郭小艳,王振宏.积极情绪的概念、功能与意义[J].心理科学进展,2007,(5):810-815
4.孙芸.初中生厌学问题研究.华东师范大学硕士学位论文,2005年
5.杨秀君,孔克勤.学习成功感的影响因素研究.心理科学.2004(6):1291.1295
6.张叶云.高中生学习自控力与学业自我概念的相关研究.福建师范大学,硕士学位论文,2006年
7.张晓龙.中学生数学焦虑、信念与成绩关系的研究.河北大学硕士学位论文,2004年
8.张美娟.教师、家长的数学信念与学习观与学生的数学焦虑的相关研究.华东师范大学硕士学位论文,2006年
9.陈国鹏.学习不良学生的智商、个性和自我概念的研究.心理科学.2001,(6):732-733
10.王极盛.中学生焦虑与其相关影响因素的综合研究.中国临床心理学杂志.2003,(3):164-166
11.林国珍,李娜.青少年学习困难相关心理因素分析.上海精神医学.2005,17(6):328-330
12.俞国良,董妍.学习不良青少年与一般青少年学业情绪特点的比较研究.心理科学,2006,29(4):811-814
13.李静.初中生的班级环境、成就目标定向对其学业求助行为的影响研究.河北师范大学,2005年
14.杨秀君.学习成功感研究.华东师范大学博士论文,2004年
15.俞国良,董妍.情绪对学习不良青少年选择性注意和持续性注意的影响.心理学报.2007,39(4):679-689
16.曾守锤,吴华清.学习不良儿童自我概念研究综述.中国特殊教育.2004,47(5):85-90
17.郭呈,何晓燕.学业自我概念及其与学业成绩关系的研究综述.心理科学.2006,29(1):133-136
18.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.山东师范大学硕士学位论文,2006年
19.董妍,俞国良.青少年学业情绪问卷的编制及应用.心理学报.2007,39(5):852-860
20.李淑娜,郭洪波.人格何积极情绪的相关研究综述.文教资料.2007,1:206-207
21.徐琴美,鞠晓辉.9～11岁儿童对失败学习情境的情绪反应和情绪表达研究.心理科学,2005,28(2):447-450
22.赵微,王津.我国学习困难研究的现状与展望.中国特殊教育,2006,67(1):91-96
23.张超.数学学习困难学生情感培养的教师支持策略.宿州教育学院学报,2006,9(5): 106-107
24. Linnenbrink E A. Pintrich P R.. Achievement goal theory and affect: An asymmetrical bi-directional model. Educational Psychologist, 2002, 37 (2): 69 — 78
25. Hankin B L & Abramson L Y. Development of gender differences in depression:Description and possible explanations. Annals of Medicine, 1999, 31: 372—379
26. Thomas Goetz & Reinhard rekrun et al. Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instructon. British journal Educatonal Psychology. 2006, 76: 289—308
27. Thomas Goetz & Anne C.Frenzel. The domain specificity of academic emotional experiences. The journal of experimental education. 2006, 76 (1): 5—29
28. Schutz P A, Ianehart S 1, Introduction: Emotions in education, educational Psychologist, 2002, 37 (2): 67 — 68
29. Gamora G., Arsenic W F, Emotionality, Emotion Regulation, and School Performance in Middle School Children, Journal of School Psychology, 2002, 40 (5): 395 — 413
30. Russell J A.A circumplex model of affect. Journal of Personality and Social psychology, 1980, 39 (6): 1161-1178
31. Feldman L B, Russell J A, the structure of current affect: controversies and emerging consensus. Current directions in psychological science, 1999, 8: 10-14
32. Elliot A J, McGregor H.A A2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 2001, 80 (3): 501—519
33. Brian C. Patrick, Ellen A, et al. What motivates children's behavior and emotion Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and social Psychology, 1993, 65: 781—791
34. Pekrun R, Andrew J. Elliot. Achievement Goals and Discrete Achievement Emotions: A Theoretical Model and Prospective Test. Journal of Educational Psychology, 2006, 98: 583— 597
35. Weiner B. An attributional theory of achievement motivation and emtion. Psychological Review, 1985, 92 (4): 548-573
36. Banduara A. Self—efficacy: Toward a unifying theory of behavioral change. Psychological Review, 1997, 84: 191-215
37. Pekrun R,Thomas Gortz, Wolfram Titz, et al. Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research.. Educational Psychologist, 2002, 37 (2): 91 — 105