大学新生情绪智力、学习适应性和学习成绩的相关研究
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摘要
本研究的主要内容是研究大学新生情绪智力、学习适应性和学习成绩的相关关系。
研究中,首先在开放式问卷调查和访谈的基础上,通过问卷调查、因素分析等方法,自主编制了《大学新生学习适应性量表》;其次,以某独立学院2008级新生为样本,采用徐小燕、张进辅等研制的《大学生情绪智力量表》,以及自制的《大学新生学习适应性量表》,测量了被试的情绪智力和学习适应性值,并统计了被试在大一第一学期的学习成绩,利用SPSS13.0,对了三者进行相关与回归分析,揭示了情绪智力、学习适应性和学习成绩的相关显著性和强弱程度,以及情绪智力和学习适应性对学习成绩的解释力,并分析了可能的原因,提出了相应的教育建议。
研究结果表明:
(1)自编的《大学新生学习适应性量表》具有较高的信度和效度。通过因素分析,得到大学新生学习适应性的五个子因素:学习动机、学习习惯、学习能力、教学模式和环境因素。
(2)情绪智力与学习成绩总体相关微弱,情绪智力之不同子因素与学习成绩的相关有结构性差异。其中,“情绪适应能力”子因素与学习成绩相关较显著。
(3)学习适应性与学习成绩总体上有显著的相关,学习适应性的不同子因素与学习成绩的相关有结构性差异。其中,“环境因素”子因素与多数学科学习成绩相关不显著。
(4)情绪智力、学习适应性与学习成绩的相关程度,同时受到不同学科特点的影响。
(5)情绪智力和学习适应性之间存在极显著相关。
(6)情绪智力、学习适应性对学习成绩的复合预测能力,较独立作用时,差异不显著。这表明在影响学习成绩时,两者相对独立起作用。
This thesis probes the correlations between the emotional intelligence, learning adaptability and academic achievement of the freshmen. In this thesis, the author designs the scale of learning adaptability of of the freshmen on the basis of the open-ended questionnaire and interviews by the method of factor analysis firstly; then taking the grade 2008 freshmen of an independent college as testees, tests their score of emotional intelligence and learning adaptability by the emotional intelligence scale of college students by Xue Xiaoyan and Zhang Jinfu as well as the scale of self-madelearning adaptability of the freshmen , and finally collects the information of testees' academic achievement of the first semester of the first year at the same time. All the data are analyzed with SPSS13.0 with the methods of correlational analysis and regression analysis.The thesis reveals the significance and the degree of the correlation of the emotional intelligence, learning adaptability and academic achievement of the freshmen, the explanatory power of the emotional intelligence and learning adaptability in the domain of academic achievement. The author analyses the possible reasons, puts forward the corresponding teaching advice.
The results of the study show that:
(1)The self-made learning adaptability scale of the freshmen is of high reliability and fair validity. Through factor analysis, we found that learning adaptability of the freshmen was constructed by five sub-factors: learning motivation, learning habit, learning capability, teaching pattern and environmental factor.
(2)EmotionaI intelligence correlated weakly with academic achievement. There are structural differences in the correlation of the different sub-factors of emotional intelligence with academic achievement. While emotional adaptability correlated significantly with academic achievement.
(3)Learning adaptability correlated significantly with academic achievement in general, and the correlation of different sub-factors of learning adaptability with academic achievement is different in structure. Especially, the sub-factor of environmental did not significantly correlate with academic achievements in most subjects.
(4)The degree of correlation of the emotional intelligence, learning adaptability and academic achievement is influenced by the characteristics of different subjects.
(5)Emotional intelligence correlated significantly with learning adaptability.
(6)Compared with their respective predictability, there's no significant difference in the compound predictability of the emotional intelligence and learning adaptability on academic achievement. It shows that when it comes to affecting academic achievement, they work relatively independently.
研究中,首先在开放式问卷调查和访谈的基础上,通过问卷调查、因素分析等方法,自主编制了《大学新生学习适应性量表》;其次,以某独立学院2008级新生为样本,采用徐小燕、张进辅等研制的《大学生情绪智力量表》,以及自制的《大学新生学习适应性量表》,测量了被试的情绪智力和学习适应性值,并统计了被试在大一第一学期的学习成绩,利用SPSS13.0,对了三者进行相关与回归分析,揭示了情绪智力、学习适应性和学习成绩的相关显著性和强弱程度,以及情绪智力和学习适应性对学习成绩的解释力,并分析了可能的原因,提出了相应的教育建议。
研究结果表明:
(1)自编的《大学新生学习适应性量表》具有较高的信度和效度。通过因素分析,得到大学新生学习适应性的五个子因素:学习动机、学习习惯、学习能力、教学模式和环境因素。
(2)情绪智力与学习成绩总体相关微弱,情绪智力之不同子因素与学习成绩的相关有结构性差异。其中,“情绪适应能力”子因素与学习成绩相关较显著。
(3)学习适应性与学习成绩总体上有显著的相关,学习适应性的不同子因素与学习成绩的相关有结构性差异。其中,“环境因素”子因素与多数学科学习成绩相关不显著。
(4)情绪智力、学习适应性与学习成绩的相关程度,同时受到不同学科特点的影响。
(5)情绪智力和学习适应性之间存在极显著相关。
(6)情绪智力、学习适应性对学习成绩的复合预测能力,较独立作用时,差异不显著。这表明在影响学习成绩时,两者相对独立起作用。
This thesis probes the correlations between the emotional intelligence, learning adaptability and academic achievement of the freshmen. In this thesis, the author designs the scale of learning adaptability of of the freshmen on the basis of the open-ended questionnaire and interviews by the method of factor analysis firstly; then taking the grade 2008 freshmen of an independent college as testees, tests their score of emotional intelligence and learning adaptability by the emotional intelligence scale of college students by Xue Xiaoyan and Zhang Jinfu as well as the scale of self-madelearning adaptability of the freshmen , and finally collects the information of testees' academic achievement of the first semester of the first year at the same time. All the data are analyzed with SPSS13.0 with the methods of correlational analysis and regression analysis.The thesis reveals the significance and the degree of the correlation of the emotional intelligence, learning adaptability and academic achievement of the freshmen, the explanatory power of the emotional intelligence and learning adaptability in the domain of academic achievement. The author analyses the possible reasons, puts forward the corresponding teaching advice.
The results of the study show that:
(1)The self-made learning adaptability scale of the freshmen is of high reliability and fair validity. Through factor analysis, we found that learning adaptability of the freshmen was constructed by five sub-factors: learning motivation, learning habit, learning capability, teaching pattern and environmental factor.
(2)EmotionaI intelligence correlated weakly with academic achievement. There are structural differences in the correlation of the different sub-factors of emotional intelligence with academic achievement. While emotional adaptability correlated significantly with academic achievement.
(3)Learning adaptability correlated significantly with academic achievement in general, and the correlation of different sub-factors of learning adaptability with academic achievement is different in structure. Especially, the sub-factor of environmental did not significantly correlate with academic achievements in most subjects.
(4)The degree of correlation of the emotional intelligence, learning adaptability and academic achievement is influenced by the characteristics of different subjects.
(5)Emotional intelligence correlated significantly with learning adaptability.
(6)Compared with their respective predictability, there's no significant difference in the compound predictability of the emotional intelligence and learning adaptability on academic achievement. It shows that when it comes to affecting academic achievement, they work relatively independently.
引文
[1]徐小燕:《大学生情绪智力量表的编制与实测》,西南师范大学硕士论文,2003年4月。
[2]周步成:《学习适应性测验手册》
[3]Salovey P.,Mayer J.D.Emotional Intelligence[J].Imagination,Cognition and personality.1990,9:185-211.
[4]Mayer J.D,Geher G.Emotional Intelligence and the Identification of Emotion[J]Intelligence.1996,22:89-113.
[5]Mayer J.D,Salovey P.What is emotional intelligence?[A].inp.Salovey &D.Stuyter(Eds.),emotional development emotional intelligence:Implications for educators[C].New York,NY,USA:Basic books,Inc.1997:3-31
[6]Goleman,D.Emotional intelligence[M].Nyork;Bantam Books.1995.
[7]Bar-On R.&Parker J.D.A.Handbook of emotional intelligence:Theory,Development,Assessment,and Application at Home,School and in the Workplace[M]San Francisco,CA:Jossery Bass.2000.
[8]王晓钧:《因素分析法及其在智力和人格测量中的应用述评》,载于《深圳大学学报(人文社会科学版》1997年第1期。
[9]徐小燕,张进辅:《情绪智力理论的发展综述》,《西南师范大学学报(人文社会科学版)》2002年11月版,第81页。
[10]温碧美等:《略论情绪智力研究现状及其发展趋势》,载于《科学时代》,2008年第12期。
[11]转引自:Jennifer Cyr(2006).Emotional intelligence as a predictor of performance in college courses.Dissertation Abstracts International,Volume:67-09,Section:B,page:5452.UMI No.2007-3233699.Abstract obatain from Dissertation Abstract Online.
[12]Bar-on,R.(1997) The Bar-on Model of Emotional-Social intelligence (ESI).InP.Fernandez-Berrocal and N.Extremera(Guest Editors,Special Issue on Emotional intelligence).Psicothema,17.Retrieved from WWW.eiconsortium,org.
[13]Brackett,M.A.,＆Mayer,J.D.(2003).Convergent,discriminant,and incremental validity of competing measures of emotional intelligence.Personality and Social Psychology Bulletin.
[14]Vela,R.h.(2004) the role of emotional intelligence in the academic achivement of first year college students.Dissertation Abstract International,Section A:Humanities&Social Science.64(11-A).UMI No.2004-3978.Abstract obatain from Dissertation Abstract Online.
[15]Drago,J.M.(2005).The relationship between emotional intelligence and academic achivement in non-traditional college students.Dissertation Abstract International,Section B:The Science & Engineering.65(9-13).UMI No.2005-4811.Abstract obatain from Dissertation Abstract Online.
[16]O' Connor,R.M.,& Little,I.S.(2003).Revisiting the predictive validity of emotional intelligence:self-report versus ability-based measures.Personality and individual differences,1893-1902.
[17]Barchard,K.A.(2003)Does Emotional intelligence assist in the prediction of academic success?Emotional and Psychological Measurement.
[18]Walker,Mary.Elizabeth.Bankson.(2003) Emotional intelligence and academic success in college.Dissertation Abstract International,Volume:68-O6,Section:A,page:2328.UMI No.2007-3268481.Abstract obatain from Dissertation Abstract Online.
[19]Svetlana.Holt.(2007).Emotional intelligence and academic achievement in higher education.Dissertation Abstract International,Volume:68-O3,Section:A,page:O875.UMI No.2007-3256101.Abstract obatain from Dissertation Abstract Online.
[20]Newsome,S.,Day,A.L.,&Catano,V.M.(2000)Assessing the predictive validity of emotional intelligence:Personality and individual differences,29,1005-1006.
[21]LaCivita,L.(2004).An examination of emotional intelligence factors.Their relationship to academic achivement and the implications for retention of the risk Community college student.Dissertation Abstract International,Section A:Humanities&Social Science.64(8-A).UMI No.2005-4811.Abstract obatain from Dissertation Abstract Online.
[22]张建荣,陈树婷,何贤晨,陈定湾:《学生情绪智力与学业成绩、心理健康的相关研究—基于浙江省3所高职院校的调查》,载于《浙江社会科学》,2008年第9期。
[23]龙玉川、唐平,张涛:《364名大学生的情商和智商高低对学习成绩影响 的相关性研究载于《泸州医学院学报》,2002年第2期。
[24]陈权:《大学生情绪智力、成就动机与学业成绩的量化研究》,载于《高校教育管理》,2007年第4期。
[25]陈树婷:《高中生情绪智力、人际关系和学业成绩的相关性分析》,浙江大学硕士学位论文,2006年1月。
[26]荣巨兵:《中学生情绪智力、学习动机与学业成绩关系研究》,上海师范大学硕士学位论文,2006年5月。
[27]朱仲敏:《情绪智力与认知智力、人格特质、学业成绩的关系研究》上海师范大学硕士学位论文,2004年4月。
[28]冯廷勇等:《大学生学习适应量表的编制》,载于《心理学报》2006年第5期。
[29]穆怀容、程刚:《大学生学习适应性研究综述》,载于《辽宁行政学院学报》,2005年第6期。
[30]Zitow D.The college adjustment rating Scale.Journal of College,Student Personnel,1984,25:160～164.
[31]BakerRW,SirykB.Measurementadjustment to college.Journal of Counseling Psychology,31:179～189.
[32]Simon L,Roland R.Test of reaction and adaptation in college RAC:a newmeasure of learningpropensity forcollege students.Journalof Educational Psychology,1995,87 2:293～306.转引自:冯廷勇等:《大学生学习适应量表的编制》,载于《心理学报》2006年第5期。
[33]徐小军:《大学生学习适应性:结构、发展特点与影响因素研究》,西南师范大学教科所硕士论文,2004年。
[34]张宏如,李伟明:《大学生学习适应性现状研究》,载于《江苏工业学院学报》2006年第2期。
[35]章明明,冯清梅:《大学新生学习心理障碍分析及调适途径》,载于《广州大学学报》,2001第4期,第81～84页。
[36]王佩丹、郭楚如、林勇强:《学习适应性与学习成绩的关系》,载于《健康心理学杂志》2004年第3期。
[37]王斌:《蒙汉初中生自我控制、学习适应性特点及其与学业成绩的关系研究》,内蒙古师范大学硕士研究生论文,2004年4月。
[38]张文杰:《大学新生学习适应性调查与研究》,载于《思想教育研究》2007年第4期。
[39]卢谢峰:《大学生适应性量表的编制与标准化》,华中师范大学硕士论文, 2004年。
[40]王华容等:《大学生学习适应性现状调查与分析》,载于《中国心理卫生协会第五届学术研讨会》论文集,第322-323页。
[41]孙春晖,郑日昌:《(学习适应量表)的验证性因素分析》,载于《心理学探新》,2001年第2期,第59～64页。
[42]陈君:《(大学新生学校适应自评量表)的编制及信度和效度检验》,载于《咸宁学院学报》,2006年第1期。
[43]艾均汝,俞国良,盖妍:《〈硕士研究生学习适应性量表〉的编制》,中国人民大学社会人口学院资料室。
[44]陈英:《研究生适应性量表编制及其与社会支持相关研究》,河南大学硕士论文,2008年。
[45]王钢:《大学生人际适应性量表编制及特点研究》,西南大学硕士论文,2007年。
[46]朱韶蓁:《大学生适应性量表(CAS)的修订及应用研究》,西南大学硕士论文,2007年。
[47]唐文清:《大学生专业适应性量表编制及其应用》,西南大学硕士论文,2007年。
[48]杨玉芹:《云南少数民族大学生学校适应问卷的编制及相关问题研究》,西南大学硕士论文,2008年。
[49]张厚粲、徐建平:《现代心理与教育统计学》,北京师范大学出版社,2004年第2版,第405页,第407-408页。
[2]周步成:《学习适应性测验手册》
[3]Salovey P.,Mayer J.D.Emotional Intelligence[J].Imagination,Cognition and personality.1990,9:185-211.
[4]Mayer J.D,Geher G.Emotional Intelligence and the Identification of Emotion[J]Intelligence.1996,22:89-113.
[5]Mayer J.D,Salovey P.What is emotional intelligence?[A].inp.Salovey &D.Stuyter(Eds.),emotional development emotional intelligence:Implications for educators[C].New York,NY,USA:Basic books,Inc.1997:3-31
[6]Goleman,D.Emotional intelligence[M].Nyork;Bantam Books.1995.
[7]Bar-On R.&Parker J.D.A.Handbook of emotional intelligence:Theory,Development,Assessment,and Application at Home,School and in the Workplace[M]San Francisco,CA:Jossery Bass.2000.
[8]王晓钧:《因素分析法及其在智力和人格测量中的应用述评》,载于《深圳大学学报(人文社会科学版》1997年第1期。
[9]徐小燕,张进辅:《情绪智力理论的发展综述》,《西南师范大学学报(人文社会科学版)》2002年11月版,第81页。
[10]温碧美等:《略论情绪智力研究现状及其发展趋势》,载于《科学时代》,2008年第12期。
[11]转引自:Jennifer Cyr(2006).Emotional intelligence as a predictor of performance in college courses.Dissertation Abstracts International,Volume:67-09,Section:B,page:5452.UMI No.2007-3233699.Abstract obatain from Dissertation Abstract Online.
[12]Bar-on,R.(1997) The Bar-on Model of Emotional-Social intelligence (ESI).InP.Fernandez-Berrocal and N.Extremera(Guest Editors,Special Issue on Emotional intelligence).Psicothema,17.Retrieved from WWW.eiconsortium,org.
[13]Brackett,M.A.,＆Mayer,J.D.(2003).Convergent,discriminant,and incremental validity of competing measures of emotional intelligence.Personality and Social Psychology Bulletin.
[14]Vela,R.h.(2004) the role of emotional intelligence in the academic achivement of first year college students.Dissertation Abstract International,Section A:Humanities&Social Science.64(11-A).UMI No.2004-3978.Abstract obatain from Dissertation Abstract Online.
[15]Drago,J.M.(2005).The relationship between emotional intelligence and academic achivement in non-traditional college students.Dissertation Abstract International,Section B:The Science & Engineering.65(9-13).UMI No.2005-4811.Abstract obatain from Dissertation Abstract Online.
[16]O' Connor,R.M.,& Little,I.S.(2003).Revisiting the predictive validity of emotional intelligence:self-report versus ability-based measures.Personality and individual differences,1893-1902.
[17]Barchard,K.A.(2003)Does Emotional intelligence assist in the prediction of academic success?Emotional and Psychological Measurement.
[18]Walker,Mary.Elizabeth.Bankson.(2003) Emotional intelligence and academic success in college.Dissertation Abstract International,Volume:68-O6,Section:A,page:2328.UMI No.2007-3268481.Abstract obatain from Dissertation Abstract Online.
[19]Svetlana.Holt.(2007).Emotional intelligence and academic achievement in higher education.Dissertation Abstract International,Volume:68-O3,Section:A,page:O875.UMI No.2007-3256101.Abstract obatain from Dissertation Abstract Online.
[20]Newsome,S.,Day,A.L.,&Catano,V.M.(2000)Assessing the predictive validity of emotional intelligence:Personality and individual differences,29,1005-1006.
[21]LaCivita,L.(2004).An examination of emotional intelligence factors.Their relationship to academic achivement and the implications for retention of the risk Community college student.Dissertation Abstract International,Section A:Humanities&Social Science.64(8-A).UMI No.2005-4811.Abstract obatain from Dissertation Abstract Online.
[22]张建荣,陈树婷,何贤晨,陈定湾:《学生情绪智力与学业成绩、心理健康的相关研究—基于浙江省3所高职院校的调查》,载于《浙江社会科学》,2008年第9期。
[23]龙玉川、唐平,张涛:《364名大学生的情商和智商高低对学习成绩影响 的相关性研究载于《泸州医学院学报》,2002年第2期。
[24]陈权:《大学生情绪智力、成就动机与学业成绩的量化研究》,载于《高校教育管理》,2007年第4期。
[25]陈树婷:《高中生情绪智力、人际关系和学业成绩的相关性分析》,浙江大学硕士学位论文,2006年1月。
[26]荣巨兵:《中学生情绪智力、学习动机与学业成绩关系研究》,上海师范大学硕士学位论文,2006年5月。
[27]朱仲敏:《情绪智力与认知智力、人格特质、学业成绩的关系研究》上海师范大学硕士学位论文,2004年4月。
[28]冯廷勇等:《大学生学习适应量表的编制》,载于《心理学报》2006年第5期。
[29]穆怀容、程刚:《大学生学习适应性研究综述》,载于《辽宁行政学院学报》,2005年第6期。
[30]Zitow D.The college adjustment rating Scale.Journal of College,Student Personnel,1984,25:160～164.
[31]BakerRW,SirykB.Measurementadjustment to college.Journal of Counseling Psychology,31:179～189.
[32]Simon L,Roland R.Test of reaction and adaptation in college RAC:a newmeasure of learningpropensity forcollege students.Journalof Educational Psychology,1995,87 2:293～306.转引自:冯廷勇等:《大学生学习适应量表的编制》,载于《心理学报》2006年第5期。
[33]徐小军:《大学生学习适应性:结构、发展特点与影响因素研究》,西南师范大学教科所硕士论文,2004年。
[34]张宏如,李伟明:《大学生学习适应性现状研究》,载于《江苏工业学院学报》2006年第2期。
[35]章明明,冯清梅:《大学新生学习心理障碍分析及调适途径》,载于《广州大学学报》,2001第4期,第81～84页。
[36]王佩丹、郭楚如、林勇强:《学习适应性与学习成绩的关系》,载于《健康心理学杂志》2004年第3期。
[37]王斌:《蒙汉初中生自我控制、学习适应性特点及其与学业成绩的关系研究》,内蒙古师范大学硕士研究生论文,2004年4月。
[38]张文杰:《大学新生学习适应性调查与研究》,载于《思想教育研究》2007年第4期。
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