【摘要】：目前國內(nèi)對高效率學(xué)習(xí)已有的研究主要集中在選擇性注意、學(xué)習(xí)策略、內(nèi)隱學(xué)習(xí)、元認知和非智力因素等方面。其中,非智力因素是高效率學(xué)習(xí)的源泉之一。學(xué)業(yè)情緒、學(xué)習(xí)倦怠作為一種非智力因素,與高效率學(xué)習(xí)有著密切的聯(lián)系。而關(guān)于學(xué)業(yè)情緒、學(xué)習(xí)倦怠和學(xué)習(xí)效率三者關(guān)系的相關(guān)文獻較少,本研究在前人關(guān)于學(xué)業(yè)情緒、學(xué)習(xí)倦怠和學(xué)習(xí)效率的理論和實踐研究基礎(chǔ)上,本研究以分層隨機抽樣原則,隨機抽取廣州市黃埔區(qū)鎮(zhèn)龍中學(xué)、增城區(qū)荔城街第三中學(xué)、從化區(qū)第七中學(xué)的七年級、八年級、九年級年級555名在校生為研究對象,使用《初中生學(xué)習(xí)倦怠問卷》、《青少年學(xué)業(yè)情緒問卷》、《自我調(diào)節(jié)學(xué)習(xí)量表》調(diào)查被試的學(xué)習(xí)倦怠、學(xué)業(yè)情緒和學(xué)習(xí)效率情況,采用spss19.0進行描述統(tǒng)計、T檢驗、單因素方差分析、相關(guān)分析、回歸分析等,系統(tǒng)地對學(xué)習(xí)倦怠、學(xué)業(yè)情緒和高效學(xué)習(xí)的關(guān)系進行了探討。具體而言,本文得出的主要結(jié)論如下:(1)初中生學(xué)業(yè)情緒體驗水平處于中等偏高,且積極類學(xué)業(yè)情緒體驗多于消極類學(xué)業(yè)情緒體驗。初中生的學(xué)業(yè)情緒年級差異不顯著,但存在顯著的男女差異,尤其表現(xiàn)在積極高喚醒和消極高喚醒方面,女生得分顯著高于男生。(2)初中生的學(xué)習(xí)倦怠感水平處于中等,出現(xiàn)的頻率較為普遍。男生的學(xué)習(xí)倦怠感要明顯高于女生,具體表現(xiàn)在心理耗竭、學(xué)習(xí)的冷漠、低成就感三個方面。學(xué)習(xí)倦怠感水平存在年級差異,九年級的學(xué)習(xí)倦怠水平最高,七年級的學(xué)習(xí)倦怠水平較低。(3)初中生的自我調(diào)節(jié)水平較低,學(xué)習(xí)效率不高,性別因素對學(xué)習(xí)效率的影響不大。自我調(diào)節(jié)學(xué)習(xí)存在顯著的年級差異,七年級學(xué)生在自我調(diào)節(jié)學(xué)習(xí)各維度上的成績都好于八年級和九年級學(xué)生。(4)積極類情緒無論是高喚醒還是低喚醒,都對高效率學(xué)習(xí)有利,消極情緒對高效率學(xué)習(xí)是不利的�？傮w而言初中生的學(xué)習(xí)倦怠越高,其學(xué)習(xí)效率越低。心理耗竭、學(xué)習(xí)的冷漠和學(xué)習(xí)倦怠存在較大相關(guān)。積極低喚醒、學(xué)習(xí)的冷漠、積極高喚醒、人際關(guān)系的疏離、消極低喚醒、消極高喚醒可以有效預(yù)測學(xué)習(xí)效率。(5)負性學(xué)業(yè)情緒在學(xué)習(xí)倦怠和高效率學(xué)習(xí)之間的部分中介效應(yīng)顯著,積極學(xué)業(yè)情緒在學(xué)習(xí)倦怠與高效率學(xué)習(xí)之間起到了顯著的調(diào)節(jié)作用。
[Abstract]:At present, the existing researches on efficient learning mainly focus on selective attention, learning strategies, implicit learning, metacognition and non-intelligence factors. Among them, non-intelligence factor is one of the headspring of high efficiency learning. As a non-intelligence factor, academic emotion and learning burnout are closely related to high-efficiency learning. However, there are few literatures on the relationship among academic emotion, learning burnout and learning efficiency. Based on the previous theoretical and practical studies on academic emotion, learning burnout and learning efficiency, this study is based on the principle of stratified random sampling. At random, 555 students were selected from Zhenlong Middle School, Huangpu District, Zengcheng District, No. 3 Middle School on Licheng Street in Zengcheng District, and Grade 7, Grade 8 and Grade 9 from Conghua District. The learning burnout, academic emotion and learning efficiency of junior high school students were investigated by using the questionnaire of Junior Middle School students' Learning Burnout, the questionnaire of Adolescent academic emotion, and the Self-regulated Learning scale. Spss19.0 was used to carry out descriptive statistical test and univariate analysis of variance (ANOVA). The relationship between learning burnout, academic emotion and efficient learning is systematically discussed by correlation analysis, regression analysis and so on. Specifically, the main conclusions of this paper are as follows: (1) the level of academic emotional experience of junior high school students is on the high side, and the positive type of academic emotional experience is more than the negative type of academic emotional experience. There was no significant difference in grades of academic emotion among junior high school students, but there were significant differences between men and women, especially in positive high arousal and negative high arousal, the scores of girls were significantly higher than that of boys. (2) the level of learning burnout of junior high school students was in the middle. The frequency of occurrence is more common. The learning burnout of boys was obviously higher than that of girls, which was manifested in three aspects: psychological exhaustion, apathy and low sense of achievement. The level of learning burnout is different in grade 9 and seventh grade. (3) the self-regulation level of junior high school students is lower, the learning efficiency is not high, and gender factors have little effect on learning efficiency. There were significant grade differences in self-regulated learning. The scores of seventh grade students in all dimensions of self-regulated learning were better than those of eighth and ninth grade students. (4) positive emotion, whether high arousal or low arousal, was beneficial to high efficiency learning. Negative emotions are detrimental to efficient learning. In general, the higher the learning burnout of junior high school students, the lower their learning efficiency. Psychological exhaustion, learning apathy and learning burnout are closely related. Positive low arousal, learning apathy, positive high arousal, alienation of interpersonal relationship, negative low arousal and negative high arousal can effectively predict learning efficiency. (5) some mediating effects of negative academic emotion between learning burnout and high efficiency learning are significant. Positive academic emotion plays a significant role in regulating learning burnout and high efficiency learning.
【學(xué)位授予單位】：廣州大學(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10條

1 王道陽;陸祥;殷欣;;流動兒童消極學(xué)業(yè)情緒對學(xué)習(xí)自我效能感的影響:情緒調(diào)節(jié)策略的調(diào)節(jié)作用[J];心理發(fā)展與教育;2017年01期

2 陳丹陽;陳美芬;;農(nóng)村留守初中生學(xué)業(yè)情緒與親子溝通[J];亞太教育;2016年07期

3 陳慶康;;學(xué)生高效率學(xué)習(xí)心理研究[J];中國教育學(xué)刊;2013年S3期

4 萬誼;;聽障大學(xué)生學(xué)業(yè)情緒現(xiàn)狀的初步調(diào)查[J];教育教學(xué)論壇;2012年22期

5 朱玲;;心理學(xué)視野下的高效率學(xué)習(xí)[J];學(xué)理論;2011年29期

6 邢強;陳丹丹;;初中生學(xué)習(xí)倦怠的現(xiàn)狀調(diào)查及教育建議[J];教育測量與評價(理論版);2011年07期

7 董妍;俞國良;;學(xué)習(xí)不良青少年學(xué)業(yè)情緒的整合性干預(yù)研究[J];中國人民大學(xué)教育學(xué)刊;2011年01期

8 邢強;陳丹丹;;中小學(xué)生學(xué)習(xí)倦怠研究:現(xiàn)狀與展望[J];教育導(dǎo)刊;2010年09期

9 何進軍;;高職學(xué)生專業(yè)承諾、學(xué)業(yè)情緒及其影響因素研究[J];河南科技學(xué)院學(xué)報;2010年06期

10 馬惠霞;郭宏燕;沈德立;;系統(tǒng)心理干預(yù)增進初二學(xué)生良好學(xué)業(yè)情緒的實驗研究[J];心理科學(xué);2009年04期

相關(guān)碩士學(xué)位論文 前9條

1 亢昱;學(xué)業(yè)情緒干預(yù)對初一新生學(xué)習(xí)行為及成績的影響[D];陜西師范大學(xué);2015年

2 呂京京;初中生學(xué)業(yè)情緒現(xiàn)狀及干預(yù)研究[D];蘇州大學(xué);2013年

3 李丁丁;初中生學(xué)業(yè)情緒、班級社會心理環(huán)境與學(xué)業(yè)求助行為的關(guān)系研究[D];沈陽師范大學(xué);2012年

4 吳霜;初中生學(xué)業(yè)自我效能感、成就目標(biāo)定向、學(xué)業(yè)情緒與學(xué)習(xí)成績的關(guān)系研究[D];延邊大學(xué);2012年

5 王鳳;初中生高效率學(xué)習(xí)的研究[D];山東師范大學(xué);2011年

6 陸蓮;初中數(shù)學(xué)學(xué)習(xí)困難學(xué)生學(xué)業(yè)情緒及其影響因素研究[D];華東師范大學(xué);2008年

7 周文靜;初中生學(xué)習(xí)倦怠及教學(xué)對策研究[D];四川師范大學(xué);2008年

8 孫士梅;青少年學(xué)業(yè)情緒發(fā)展特點及其與自我調(diào)節(jié)學(xué)習(xí)的關(guān)系[D];山東師范大學(xué);2006年

9 楊宇然;中學(xué)生學(xué)習(xí)倦怠與自尊關(guān)系研究[D];華東師范大學(xué);2006年

，

本文編號：2243639