本文選題：中小學生 + 成就目標��； 參考：《山東師范大學》2017年碩士論文

【摘要】：英語學科是我國義務教育階段的一門重要學科,研究學生在英語學習方面的動機、情緒等問題對提高學生的英語成績和學習興趣有著十分重要的意義。學業(yè)情緒具有領域特殊性,即它的研究應與具體學科相結(jié)合。本研究將學業(yè)情緒與英語學科相結(jié)合,來探討義務教育階段學生的英語學業(yè)情緒。以往研究發(fā)現(xiàn)成就目標是影響英語學業(yè)情緒的重要因素之一,持有不同成就目標的學生的英語學業(yè)情緒也不同。心理控制源是一種人格前因,內(nèi)控者和外控者對學習的態(tài)度和投入不同,從而會影響他們的學業(yè)情緒和成績。本研究選取成就目標和心理控制源這兩個重要的影響因素,探究中小學生英語學科成就目標、心理控制源與英語學業(yè)情緒三者之間的關(guān)系。本研究在閱讀、分析以往文獻的基礎上,采用方便取樣法從山東省四所學校選取四年級到九年級的665名學生作為被試進行問卷調(diào)查,結(jié)果顯示:(1)中小學生在英語學習中持有較高的成績趨近目標、掌握趨近目標、掌握回避目標和較少的成績回避目標。中小學的英語心理控制源傾向于內(nèi)控。中小學生在英語學習中有著較高的正向情緒和較少的負向情緒。女生的掌握趨近目標較之男生來說水平更高,女生的心理控制源較之男生來說更傾向于內(nèi)控,男生的負向英語學業(yè)情緒較之女生來說更多。小學生的掌握趨近目標較之初中生來說水平更高,小學生的心理控制源較之初中生來說更傾向于內(nèi)控,小學生的正向英語學業(yè)情緒較之初中生來說更多,而初中生的負向英語學業(yè)情緒較之小學生來說更多。(2)成績趨近目標與正向情緒呈顯著正相關(guān),與負向情緒呈顯著負相關(guān),與心理控制源呈顯著正相關(guān);掌握趨近目標與負向情緒呈顯著負相關(guān),與心理控制源呈顯著正相關(guān);成績回避目標與正向情緒呈顯著負相關(guān),與負向情緒呈顯著正相關(guān),與心理控制源呈顯著負相關(guān);掌握回避目標與正向情緒呈顯著正相關(guān),與心理控制源呈顯著正相關(guān)。心理控制源與正向情緒呈顯著正相關(guān),與負向情緒呈顯著負相關(guān)。(3)成績趨近目標對正向情緒有正向預測作用,對負向情緒有負向預測作用;掌握趨近目標對負向情緒有負向預測作用;成績回避目標對正向?qū)W業(yè)情緒有負向預測作用,對負向情緒有正向預測作用;掌握回避目標對正向情緒有正向預測作用。(4)心理控制源為成就目標與英語學業(yè)情緒之間的中介變量。具體表現(xiàn)為,心理控制源在成績趨近目標與負向英語學業(yè)情緒之間起完全中介作用,在成績回避目標與負向英語學業(yè)情緒之間起完全中介作用,在掌握回避目標與正向英語學業(yè)情緒之間起完全中介作用;心理控制源在成績趨近目標與正向英語學業(yè)情緒之間起部分中介作用,在掌握趨近目標與負向英語學業(yè)情緒之間起部分中介作用,在掌握趨近目標與負向英語學業(yè)情緒之間起部分中介作用。
[Abstract]:English is an important subject in compulsory education in China. It is of great significance to study the motivation and emotion of students in English learning to improve their English achievement and interest. Academic emotion has domain particularity, that is, its research should be combined with specific subjects. This study combines academic emotions with English subjects to explore students' English academic emotions in compulsory education. Previous studies have found that achievement goals are one of the most important factors affecting English academic emotion, and students with different achievement goals have different English academic emotions. The locus of control is a kind of personality antecedent. The attitude and input of internal and external control on learning are different, which will affect their academic emotion and achievement. In this study, two important influencing factors, achievement goal and locus of control, were selected to explore the relationship between achievement goal, locus of control and English academic emotion of primary and middle school students. On the basis of reading and analyzing the previous literature, this study selected 665 students from four schools in Shandong Province from grade 4 to grade 9 by using convenient sampling method to carry out a questionnaire survey. The results show that: (1) Primary and middle school students hold higher achievement towards goal, grasp avoidance goal and less achievement avoidance goal in English learning. English locus of control in primary and secondary schools tends to be internal. Primary and middle school students have higher positive emotions and less negative emotions in English learning. Female students have a higher level of mastery than boys, girls tend to control their mental locus of control more than boys, and boys have more negative English academic emotions than girls. Compared with junior high school students, primary school students have a higher level of mastery, a higher level of mental control than junior high school students, and more positive English academic emotions than junior high school students. The negative English academic emotion of junior high school students is more than that of primary school students. (2) Achievement approaching goal is significantly positive correlation with positive emotion, negative correlation with negative emotion, and significant positive correlation with locus of control; There was a significant negative correlation between mastery approaching goal and negative emotion, a significant positive correlation between achievement avoidance goal and positive emotion, and a significant negative correlation between achievement avoidance goal and negative emotion, and a significant negative correlation between achievement avoidance goal and negative emotion, and significant negative correlation with psychological locus of control. There was a significant positive correlation between mastering avoidance goals and positive emotion and significant positive correlation with locus of control. The locus of control was significantly positively correlated with positive emotion and negatively correlated with negative emotion. (3) Achievement approaching goal had positive predictive effect on positive emotion and negative predictive effect on negative emotion; Mastery of approaching goal has negative predictive effect on negative emotion, achievement avoidance goal has negative predictive effect on positive academic emotion and positive prediction on negative emotion. Mastering avoidance goals can positively predict positive emotions. (4) the locus of control is the intermediate variable between achievement goals and English academic emotions. Specifically, the locus of control plays a complete intermediary role between achievement approaching goal and negative English academic emotion, and between achievement avoidance goal and negative English academic emotion. It plays a complete intermediary role between mastering avoidance goal and positive English academic emotion, and psychological locus of control plays a part of intermediary role between achievement approaching goal and positive English academic emotion. It plays a part of intermediary role between mastery of reaching goal and negative English academic emotion, and part of intermediary function between mastering approaching goal and negative English academic emotion.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G447

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本文編號：2051961