初中生学业成绩、成就目标与学业情绪的关系研究
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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(如学习的快乐,成功的自豪或考试焦虑),它是一种重要的非智力因素,不仅直接影响学生的学习过程和学习成绩,而且维系着学生的身心健康。
本研究采取分层随机抽样法,在湖南省四所中学随机抽取七年级、八年级、九年级各一个班,共计589名学生进行了问卷调查,在分析初中生学业情绪发展特点的基础上,采用分层回归分析与路径分析,系统探讨学业成绩、成就目标定向与学业情绪的相互关系。
研究结论如下：
1.学业情绪在发生概率上,积极情绪高于消极情绪,高唤醒情绪高于低唤醒情绪。
2.学业情绪存在显著的年级差异,积极高唤醒、消极高唤醒、消极低唤醒学业情绪随着年级的升高而增加,消极低唤醒学业情绪随着年级的升高而降低；学业情绪存在显著的性别差异,女生的消极高唤醒学业情绪高于男生,如焦虑情绪。积极低唤醒、消极高唤醒、消极低唤醒学业情绪存在年级与性别的交互作用。
3.不同成绩的学生体验到的情绪大不相同。除焦虑情绪不存在组别差异,中间组比高分组、低分组体验到更多的生气情绪,其他十类二阶因子学业情绪在三个组别上都存在显著的差异,高分组比中间组,中间组比低分组体验到更多的积极情绪与更少的消极情绪。
4.学业成绩与积极情绪显著正相关,与消极情绪显著负相关。成绩趋近目标与积极情绪、消极高唤醒情绪显著正相关,与消极低唤醒情绪显著负相关。掌握趋近目标与积极情绪显著正相关,与消极情绪显著负相关。成绩回避目标与积极高唤醒情绪相关不显著,与积极低唤醒情绪显著负相关,与消极情绪显著正相关。掌握回避目标与积极低唤醒情绪相关不显著,与积极高唤醒,消极情绪显著正相关。
5.在路径分析中,学业成绩直接影响积极高唤醒、消极低唤醒情绪,成就目标在学业成绩与四类情绪之间起中介作用。研究结果支持学业情绪的控制-价值理论。
Academic emotions are various emotional experiences that directly linked to academic learning, classroom instruction, and academic achievement (enjoyment of learning, pride of success, or test-related anxiety). Academic emotions are important non-intelligence factor, it may be assumed that emotions influence students'cognitive processes and performance, as well as their psychological and physical health.
We used stratified random summing method; it was investigated among 589 students in four middle schools in Hunan by the questionnaire. Based on exploring the development characteristics of academic emotions of junior middle school students, we used regression analysis and path analysis, discussed the relationships among academic performance, achievement goals and academic emotions.
The research findings contain the follow conclusion:
1. In the event probability, the positive emotions is more than negative emotions, the high arousal emotions is more than low arousal emotions
2. There are significant grade differences in all these four academic emotions. Positive-high arousal achievement emotions、positive-low arousal achievement emotions and was increased with higher grade. Negative-high arousal achievement emotions、negative-low arousal achievement emotions was decreased with higher grade. There are significant gender differences in negative-high arousal emotions. Girls are higher than boys in negative-high arousal emotions such as anxiety.
3. There are significant grouping differences in all these four academic emotions. High score group students have more positive academic emotions than the students in middle score group, Middle score group students have more positive academic emotions than the students in low score group. There are no differences between middle and low score group in negative-high arousal emotions.
4. Academic performance correlate positively with positive achievement emotions and negatively with negative achievement emotions; performance approach goals correlate positively with positive-high arousal achievement emotions, positive-low arousal achievement emotions, negative-low arousal achievement emotions and negatively with positive-low arousal achievement emotions, mastery approach goals correlate positively with positive achievement emotions and negatively with negative achievement emotions; performance-avoid goals correlate positively with negative achievement emotions and negatively with positive-low arousal achievement emotions; Mastery avoidance goals correlate positively with positive-high arousal achievement emotions, positive-high arousal achievement, positive-low arousal achievement.
5. In path analysis, academic performance was shown to predict positive-high arousal achievement emotions and negative-low arousal achievement emotions. achievement goals were documented as mediators of the relations between academic performance and achievement emotions. The results support the control-value theory.
本研究采取分层随机抽样法,在湖南省四所中学随机抽取七年级、八年级、九年级各一个班,共计589名学生进行了问卷调查,在分析初中生学业情绪发展特点的基础上,采用分层回归分析与路径分析,系统探讨学业成绩、成就目标定向与学业情绪的相互关系。
研究结论如下：
1.学业情绪在发生概率上,积极情绪高于消极情绪,高唤醒情绪高于低唤醒情绪。
2.学业情绪存在显著的年级差异,积极高唤醒、消极高唤醒、消极低唤醒学业情绪随着年级的升高而增加,消极低唤醒学业情绪随着年级的升高而降低；学业情绪存在显著的性别差异,女生的消极高唤醒学业情绪高于男生,如焦虑情绪。积极低唤醒、消极高唤醒、消极低唤醒学业情绪存在年级与性别的交互作用。
3.不同成绩的学生体验到的情绪大不相同。除焦虑情绪不存在组别差异,中间组比高分组、低分组体验到更多的生气情绪,其他十类二阶因子学业情绪在三个组别上都存在显著的差异,高分组比中间组,中间组比低分组体验到更多的积极情绪与更少的消极情绪。
4.学业成绩与积极情绪显著正相关,与消极情绪显著负相关。成绩趋近目标与积极情绪、消极高唤醒情绪显著正相关,与消极低唤醒情绪显著负相关。掌握趋近目标与积极情绪显著正相关,与消极情绪显著负相关。成绩回避目标与积极高唤醒情绪相关不显著,与积极低唤醒情绪显著负相关,与消极情绪显著正相关。掌握回避目标与积极低唤醒情绪相关不显著,与积极高唤醒,消极情绪显著正相关。
5.在路径分析中,学业成绩直接影响积极高唤醒、消极低唤醒情绪,成就目标在学业成绩与四类情绪之间起中介作用。研究结果支持学业情绪的控制-价值理论。
Academic emotions are various emotional experiences that directly linked to academic learning, classroom instruction, and academic achievement (enjoyment of learning, pride of success, or test-related anxiety). Academic emotions are important non-intelligence factor, it may be assumed that emotions influence students'cognitive processes and performance, as well as their psychological and physical health.
We used stratified random summing method; it was investigated among 589 students in four middle schools in Hunan by the questionnaire. Based on exploring the development characteristics of academic emotions of junior middle school students, we used regression analysis and path analysis, discussed the relationships among academic performance, achievement goals and academic emotions.
The research findings contain the follow conclusion:
1. In the event probability, the positive emotions is more than negative emotions, the high arousal emotions is more than low arousal emotions
2. There are significant grade differences in all these four academic emotions. Positive-high arousal achievement emotions、positive-low arousal achievement emotions and was increased with higher grade. Negative-high arousal achievement emotions、negative-low arousal achievement emotions was decreased with higher grade. There are significant gender differences in negative-high arousal emotions. Girls are higher than boys in negative-high arousal emotions such as anxiety.
3. There are significant grouping differences in all these four academic emotions. High score group students have more positive academic emotions than the students in middle score group, Middle score group students have more positive academic emotions than the students in low score group. There are no differences between middle and low score group in negative-high arousal emotions.
4. Academic performance correlate positively with positive achievement emotions and negatively with negative achievement emotions; performance approach goals correlate positively with positive-high arousal achievement emotions, positive-low arousal achievement emotions, negative-low arousal achievement emotions and negatively with positive-low arousal achievement emotions, mastery approach goals correlate positively with positive achievement emotions and negatively with negative achievement emotions; performance-avoid goals correlate positively with negative achievement emotions and negatively with positive-low arousal achievement emotions; Mastery avoidance goals correlate positively with positive-high arousal achievement emotions, positive-high arousal achievement, positive-low arousal achievement.
5. In path analysis, academic performance was shown to predict positive-high arousal achievement emotions and negative-low arousal achievement emotions. achievement goals were documented as mediators of the relations between academic performance and achievement emotions. The results support the control-value theory.
引文
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① Pekrun R, Thomas Gortz, Wolfram Titz, et al.. Academic emotions in students'self-regulated learning and achievement:A program of qualitative and quantitative research[J].Educational Psychologist,2002,37(2):91-105.
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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.
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[13]Ravaja N, Kallinen K, Saari T, etal. Suboptimal exposure to facial expressions when view video messages from a small screen, effects on emotion, attention, and memory [J]. Journal of Experimental Psychology Applied,2004, (10):120-128.
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① Pekrun R, Thomas Gortz, Wolfram Titz, et al.. Academic emotions in students'self-regulated learning and achievement:A program of qualitative and quantitative research[J].Educational Psychologist,2002,37(2):91-105.
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① Efklides, A. Emotional experiences during learning:multiple, situated and dynamic [J]. Learning and Instruction,2005,15:377-380.
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① Pekrun R, Thomas G, Wolfram T. Academic emotions in students' self-regulated learning and achievement:A program of qualitative and quantitative research[J].Educational Psychologists, 2002,37(2):91～105.
Ravaja N, Kallinen K, Saari T, etal. Suboptimal exposure to facial expressions when view video messages from a small screen, effects on emotion, attention, and memory [J]. Journal of Experimental Psychology Applied,2004, (10):120～128.
③ Feldman L B, Russell J A, The structure of current affect:controversies and emerging consensus [J]. Current Directions in Psychological Science,1999, (8):10～14.
① Pekrun, R., Elliot, A. J.,& Maier, M. A. Achievement goals and discrete emotions:A theoretical model and prospective test[J]. Journal of Educational Psychology, 2006,98,(3):583-597.
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①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
①Pekrun, R., Elliot, A. J.,& Maier, M. A. Achievement goals and discrete emotions:A theoretical model and prospective test[J]. Journal of Educational Psychology, 2006,98,(3):583-597.
② Abela, J. R. Z.,& Seligman, M. E. P. The hopelessness theory of depression:A test of the diathesis-stress component in the interpersonal and achievement domains [J]. Cognitive Therapy and Research,2000, (24),361-378.
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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.
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[13]Ravaja N, Kallinen K, Saari T, etal. Suboptimal exposure to facial expressions when view video messages from a small screen, effects on emotion, attention, and memory [J]. Journal of Experimental Psychology Applied,2004, (10):120-128.
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[22]Feldman L B, Russell J A, The structure of current affect: controversies and emerging consensus [J]. Current Directions in Psychological Science,1999, (8):10-14.
[23]Rhodewalt, F., Morf, C. C. On self-aggrandizement and anger: Temporal analysis of narcissism and affective reactions to success and failure [J]. Journal of Personality and Social Psychology,1998, 74:672-685.
[24]Ames. Classrooms:goals, students, and students motivation [J].Educational Psychology,1992,84:261-271.