本文關(guān)鍵詞：大學生感知到的教師支持、自我決定動機與學業(yè)情緒的關(guān)系　出處：《哈爾濱工程大學》2012年碩士論文　論文類型：學位論文

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【摘要】：學業(yè)情緒是指與學生學習相關(guān)的各種情緒體驗，它對學生的學業(yè)成就、心理健康以及生活的質(zhì)量均有重要的影響，近年來成為人們關(guān)注的一個熱點。大學生學業(yè)情緒的具體狀況以及它受那些因素的影響是人們希望了解的重點�；诖耍狙芯窟x取492名在校大學生作為被試，采用問卷調(diào)查的方法，對大學生的學業(yè)情緒以及學業(yè)情緒與學生感知到的教師支持、自我決定動機的三者之間的關(guān)系行了深入的探討。研究結(jié)果顯示： 1.我國大學生學業(yè)情緒總體上以積極學業(yè)情緒為主，但是焦慮情緒的得分較高。 2.人口學變量分析發(fā)現(xiàn)：性別、生源地、是否獨生子女在學業(yè)情緒上不存在差異；年級、專業(yè)在積極學業(yè)情緒上不存在差異，在消極學業(yè)情緒上存在顯著差異；專業(yè)、生源地在教師支持上不存在差異，是否獨生子女、年級、性別存在顯著著差異；自我決定動機在年級上沒有差異，專業(yè)、性別、生源地對控制動機有顯著影響，是否獨生子女在自主動機上有顯著差異。 3.學生感知到的教師支持與積極學業(yè)情緒呈顯著正相關(guān)，與消極活動學業(yè)情緒呈顯著負相關(guān)；自主動機與積極學業(yè)情緒呈顯著的正相關(guān)，，與消極學業(yè)情緒呈顯著的負相關(guān)；控制動機與消極結(jié)果呈顯著的正相關(guān)；學生感知到的教師支持與自主動機和控制動機均存在顯著的相關(guān)。 4.感知到的教師支持和自我決定動機可以預測積極結(jié)果、積極活動、消極活動和消極結(jié)果四種學業(yè)情緒。 5.學生感知到的教師支持不僅能直接對學業(yè)情緒產(chǎn)生影響，還可以通過自我決定動機對學生的學業(yè)情緒產(chǎn)生影響，其中自主動機在兩者之間起到了部分中介作用。
[Abstract]:Academic emotion refers to a variety of emotional experiences related to students' learning. It has an important impact on students' academic achievement, mental health and quality of life. In recent years, it has become a focus of attention. The specific situation of college students' academic emotion and its influence by those factors are the key points that people want to understand. In this study, 492 college students were selected as the subjects, using the method of questionnaire to support the students' academic emotion, academic emotion and students' perceived teachers. The relationship among the three self-determining motivation is discussed in depth. The results show that: 1. The academic emotion of college students in our country is mainly positive academic emotion, but the score of anxiety is higher. 2.The demographic variables analysis shows that there is no difference in academic emotion between the only child and the gender, the place of origin of students or whether the only child is the only child; In grade, there is no difference in positive academic emotion, but significant difference in negative academic emotion; There is no difference in teacher support between major and student areas, but there are significant differences between only child, grade and gender. There was no difference in the grade of self-determined motivation, but major, sex and student origin had significant influence on the control motivation, and whether the only child had significant difference in autonomous motivation. 3.The teacher support perceived by students was positively correlated with positive academic emotion and negatively correlated with negative academic emotion. There was a significant positive correlation between autonomous motivation and positive academic emotion and a significant negative correlation with negative academic emotion. There was a significant positive correlation between control motivation and negative results. Teacher support perceived by students is significantly correlated with autonomous motivation and control motivation. 4. Perceived teachers' support and self-determined motivation can predict four kinds of academic emotions: positive outcome, positive activity, negative activity and negative result. 5. The teacher support perceived by students can not only directly affect academic emotion, but also affect students' academic emotion through self-determining motivation. Among them, autonomous motivation plays a part of intermediary role between the two.
【學位授予單位】：哈爾濱工程大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G642

【引證文獻】

相關(guān)碩士學位論文 前1條

1 呂京京;初中生學業(yè)情緒現(xiàn)狀及干預研究[D];蘇州大學;2013年

本文編號：1433973