本文選題：小學生 + 學業(yè)拖延　； 參考：《天津師范大學》2017年碩士論文

【摘要】：學生學習狀態(tài)中的特殊狀態(tài)之一就是學業(yè)拖延。導致學業(yè)拖延的一個重要因素即為學生自身的學業(yè)情緒。第一,研究目的在于探索小學生學業(yè)拖延與學業(yè)情緒的關系,并在實踐中發(fā)現(xiàn)教學策略。學習拖延是指學習者在時間充裕,能力足夠的情況下,不斷推遲需要完成的學習任務的一種不理智的行為。學業(yè)情緒指的是出現(xiàn)在教學和學習過程中,個體體驗到的與學習相關的各種內(nèi)在體驗,如高興、厭倦、焦慮等。已有研究發(fā)現(xiàn),學業(yè)拖延和學業(yè)情緒之間互相影響。但現(xiàn)有的研究大多集中在對中學生和大學生群體,對小學生的研究并不多見,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,選取某小學三到五年級學生作為調(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:小學生學業(yè)拖延與學業(yè)情緒二者之間存在緊密關系:嚴重拖延者與輕微拖延者相比而言學業(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。小學生的學業(yè)拖延導致學習任務不能按時完成,進而導致情緒焦慮、低落;而不良的消極學業(yè)情緒也會反作用于小學生的學業(yè)拖延,因而產(chǎn)生惡性循環(huán)。學業(yè)拖延與學業(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系。第四,研究結(jié)論:教育工作者可以通過激發(fā)小學生內(nèi)在學習動機、喚起積極學業(yè)情緒以及培養(yǎng)小學生良好的學習習慣等方面做起,幫助小學生減輕學業(yè)拖延,提升積極的學業(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.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G442

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本文編號：1904332