本文選題：小學(xué)生 + 學(xué)業(yè)拖延��； 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：學(xué)生學(xué)習(xí)狀態(tài)中的特殊狀態(tài)之一就是學(xué)業(yè)拖延。導(dǎo)致學(xué)業(yè)拖延的一個重要因素即為學(xué)生自身的學(xué)業(yè)情緒。第一,研究目的在于探索小學(xué)生學(xué)業(yè)拖延與學(xué)業(yè)情緒的關(guān)系,并在實踐中發(fā)現(xiàn)教學(xué)策略。學(xué)習(xí)拖延是指學(xué)習(xí)者在時間充裕,能力足夠的情況下,不斷推遲需要完成的學(xué)習(xí)任務(wù)的一種不理智的行為。學(xué)業(yè)情緒指的是出現(xiàn)在教學(xué)和學(xué)習(xí)過程中,個體體驗到的與學(xué)習(xí)相關(guān)的各種內(nèi)在體驗,如高興、厭倦、焦慮等。已有研究發(fā)現(xiàn),學(xué)業(yè)拖延和學(xué)業(yè)情緒之間互相影響。但現(xiàn)有的研究大多集中在對中學(xué)生和大學(xué)生群體,對小學(xué)生的研究并不多見,這也是本研究的一個重要意義。第二,研究方法:本研究通過調(diào)查問卷的方法,選取某小學(xué)三到五年級學(xué)生作為調(diào)查對象,采用Lay 1984年編排的一般拖延量表和青少年學(xué)業(yè)情緒問卷對被試進行調(diào)查,采用問卷調(diào)查法進行研究,以班級為單位發(fā)放問卷,使用SPSS22.0對回收的問卷進行統(tǒng)計分析。第三,研究結(jié)果:小學(xué)生學(xué)業(yè)拖延與學(xué)業(yè)情緒二者之間存在緊密關(guān)系:嚴(yán)重拖延者與輕微拖延者相比而言學(xué)業(yè)上存在更多的消極高喚醒和消極低喚醒,有較少的積極高喚醒和積極低喚醒。小學(xué)生的學(xué)業(yè)拖延導(dǎo)致學(xué)習(xí)任務(wù)不能按時完成,進而導(dǎo)致情緒焦慮、低落;而不良的消極學(xué)業(yè)情緒也會反作用于小學(xué)生的學(xué)業(yè)拖延,因而產(chǎn)生惡性循環(huán)。學(xué)業(yè)拖延與學(xué)業(yè)情緒的積極低喚醒、消極高喚醒和消極低喚醒維度之間存在回歸關(guān)系。第四,研究結(jié)論:教育工作者可以通過激發(fā)小學(xué)生內(nèi)在學(xué)習(xí)動機、喚起積極學(xué)業(yè)情緒以及培養(yǎng)小學(xué)生良好的學(xué)習(xí)習(xí)慣等方面做起,幫助小學(xué)生減輕學(xué)業(yè)拖延,提升積極的學(xué)業(yè)情緒。
[Abstract]:One of the special states of a student's learning state is academic procrastination. An important factor leading to academic procrastination is the students' own academic emotions. First, the purpose of the study is to explore the relationship between academic procrastination and academic emotion, and to find teaching strategies in practice. Learning procrastination is a kind of irrational behavior in which learners delay the tasks they need to complete when they have enough time and ability. Academic emotion refers to a variety of internal experiences related to learning, such as happiness, boredom, anxiety and so on, which appear in the process of teaching and learning. Studies have found that academic procrastination and academic emotions interact. However, most of the existing studies focus on middle school students and college students, and there are few studies on primary school students, which is also an important significance of this study. Second, the research method: this research through the questionnaire method, selects a primary school third to fifth grade students as the survey object, uses the Lay 1984 general procrastination scale and the adolescent academic emotion questionnaire to carry on the investigation to the participant. The method of questionnaire survey was adopted, the class was used as the unit to distribute the questionnaire, and SPSS22.0 was used to carry on the statistical analysis of the recovered questionnaire. Third, the study results: there is a close relationship between academic procrastination and academic emotion of primary school students: there are more negative high arousal and negative low arousal in students with severe procrastination than those with slight procrastination. There are less positive high arousal and low positive arousal. The academic procrastination of primary school students leads to the untimely completion of learning tasks, which leads to anxiety and depression, while the negative academic emotions will counteract the academic procrastination of pupils, thus creating a vicious circle. There is a regression relationship between academic procrastination and positive low arousal of academic emotion, negative high arousal and negative low arousal. Fourth, the conclusion of the study: educators can help pupils reduce their academic procrastination by arousing their intrinsic learning motivation, arousing their positive academic emotions and cultivating their good learning habits. Improve positive academic mood.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G442

【參考文獻】

相關(guān)期刊論文 前7條

1 常若松;馬錦飛;張娜;;小學(xué)生學(xué)業(yè)情緒與學(xué)業(yè)拖延的關(guān)系研究[J];教育科學(xué);2013年04期

2 陳京軍;李三福;;初中生成就歸因、學(xué)業(yè)情緒預(yù)測學(xué)業(yè)成績的路徑[J];中國臨床心理學(xué)雜志;2012年03期

3 朱曉斌;邢賽春;;小學(xué)生課堂學(xué)業(yè)情緒與寫作成績的關(guān)系研究[J];寧波大學(xué)學(xué)報(教育科學(xué)版);2011年03期

4 馬惠霞;林琳;蘇世將;;不同教學(xué)方法激發(fā)與調(diào)節(jié)大學(xué)生學(xué)業(yè)情緒的教育實驗[J];心理發(fā)展與教育;2010年04期

5 陸桂芝;龐麗華;;初中1～3年級學(xué)生的學(xué)業(yè)情緒與學(xué)業(yè)成就的相關(guān)研究[J];教育探索;2008年12期

6 董妍;俞國良;;青少年學(xué)業(yè)情緒問卷的編制及應(yīng)用[J];心理學(xué)報;2007年05期

7 俞國良;董妍;;學(xué)業(yè)情緒研究及其對學(xué)生發(fā)展的意義[J];教育研究;2005年10期

相關(guān)碩士學(xué)位論文 前1條

1 左艷梅;中學(xué)生學(xué)業(yè)拖延的問卷編制及其與父母教養(yǎng)方式的關(guān)系研究[D];西南大學(xué);2010年

，

本文編號：1904332