本文選題：學(xué)業(yè)情緒 + 優(yōu)等生　； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：初二學(xué)生由于其生理心理的迅猛發(fā)展,其情緒的波動(dòng)也比初中其他階段要更加激烈,初中生要一邊應(yīng)對(duì)突如其來的身心變化和由此產(chǎn)生的焦慮、厭惡等情緒,又要對(duì)完成學(xué)習(xí)任務(wù)的數(shù)量和質(zhì)量擔(dān)負(fù)沉重的負(fù)擔(dān)。所以在此階段中,能夠更好的掌控自身情緒、合理的安排學(xué)習(xí)和生活的學(xué)生會(huì)逐漸在學(xué)業(yè)上產(chǎn)生一定的優(yōu)勢(shì),并促使其更好的完成之后的學(xué)習(xí)任務(wù)。初中心理健康課在全國(guó)呼吁開設(shè)心理健康課的風(fēng)潮下也陸續(xù)在許多學(xué)校設(shè)立,隨著政策的推行和落實(shí),心理課的開設(shè)和心理主題活動(dòng)的舉辦也成為了許多中學(xué)的常規(guī)課程和重要工作,由于課程的存在,課程實(shí)施效果的評(píng)價(jià),課程實(shí)施監(jiān)督的麻煩,各種各樣的問題,對(duì)心理健康教育課程的有效性進(jìn)行評(píng)估愈發(fā)困難。此次研究意在發(fā)現(xiàn)特定主題的心理課程及活動(dòng)對(duì)于正處于情緒波動(dòng)時(shí)期的初二學(xué)生的學(xué)業(yè)情緒的影響�；谶@一目的,我們提出如下研究：選取初二年級(jí)最近一次考試成績(jī)排名在前一百左右的學(xué)生,進(jìn)行學(xué)業(yè)情緒問卷測(cè)查,篩選出數(shù)據(jù)顯著異常的個(gè)體。將其余學(xué)生通過自然分班形成兩個(gè)組,在分組過程中考慮兩組的成績(jī)匹配問題,確保每個(gè)組的成績(jī)均分相差很小。對(duì)實(shí)驗(yàn)班和對(duì)照班的學(xué)業(yè)情緒問卷測(cè)量結(jié)果分別進(jìn)行統(tǒng)計(jì),作為此次研究前測(cè)的數(shù)據(jù)結(jié)果。對(duì)實(shí)驗(yàn)班和對(duì)照班分別進(jìn)行兩個(gè)半月左右的課程講授。對(duì)實(shí)驗(yàn)班實(shí)施情緒、目標(biāo)、自我認(rèn)知等影響學(xué)業(yè)情緒因素相關(guān)主題的課程或活動(dòng)。對(duì)對(duì)照班采取同樣頻率、課時(shí)、時(shí)長(zhǎng)的非干預(yù)性常規(guī)授課內(nèi)容。全部課程(即干預(yù)訓(xùn)練)結(jié)束后,采用學(xué)業(yè)情緒問卷對(duì)實(shí)驗(yàn)班和對(duì)照班進(jìn)行測(cè)量,作為此次研究后測(cè)的數(shù)據(jù)結(jié)果。由此研究得出以下結(jié)果： (1)初二年級(jí)優(yōu)等生的學(xué)業(yè)情緒呈現(xiàn)出一定的性別差異,在積極情緒和消極情緒共四個(gè)維度上都比較顯著。 (2)積極高喚醒和積極低喚醒情緒維度與初二年級(jí)優(yōu)等生的最近一次的考試成績(jī)有著明顯的正性的相關(guān),而消極高喚醒情緒、消極低喚醒情緒與學(xué)業(yè)成績(jī)有著比較明顯的負(fù)性的關(guān)系。(3)心理課程和團(tuán)體活動(dòng)干預(yù)訓(xùn)練對(duì)學(xué)業(yè)情緒的積極高喚醒維度有一定影響,干預(yù)前后的同一班級(jí)在學(xué)業(yè)成績(jī)上有顯著的變化,主要體現(xiàn)在平均成績(jī)有所下降。 (4)干預(yù)訓(xùn)練之后實(shí)驗(yàn)班與對(duì)照班在積極高喚醒維度上存在顯著性差異,實(shí)驗(yàn)班明顯高于對(duì)照班,從具體數(shù)據(jù)可以看出,實(shí)驗(yàn)班的消極低喚醒情緒較對(duì)照班低,學(xué)業(yè)成績(jī)較對(duì)照班高。最后,本文反映了從研究和設(shè)計(jì)的角度研究的不足,并提出了未來的研究思路,并討論了本研究的理論和實(shí)踐意義。
[Abstract]:As a result of the rapid development of their physiological psychology, their emotional fluctuation is more intense than the other stages of junior high school. Junior high school students should cope with sudden changes in body and mind, anxiety, disgust and so on, and bear a heavy burden on the quantity and quality of completing the learning task. The students who have a good control of their own emotions and make a reasonable arrangement for their study and life will gradually create a certain advantage in their studies and make it better to complete their learning tasks. The opening and psychological theme activities have also become a regular course and important work in many middle schools. The study is intended to find the heart of a particular subject because of the existence of the curriculum, the evaluation of the effect of the implementation of the curriculum, the trouble of the implementation of the curriculum, the various problems and the evaluation of the effectiveness of the mental health education course. On the basis of this purpose, we choose the first one hundred students in the first second grade of the first grade in the first grade of the first grade. In the group process, two groups were formed, and the score matching of the two groups was considered during the grouping process to ensure that the difference in the average score of each group was very small. The results of the study on the Academic Emotion of the experimental class and the control class were counted respectively. As a result of the pre test data, the results were two and a half months for the test class and the control class respectively. Courses or activities that affect the subjects related to emotional factors, such as emotion, goal, self cognition, etc. on the experimental class. Take the same frequency, class, and long non intervention routine teaching content to the control class. After the end of the whole course (intervention training), the experimental class and the control class are measured by the study mood questionnaire. The results of the posttest results are as follows: (1) the academic emotions of the first grade students in the first second grade showed a certain gender difference, and both positive and negative emotions were both significant in four dimensions. (2) the most recent examination of positive and positive low arousal emotions and the first grade students in grade two. There is a significant positive correlation, while negative arousal emotion, negative and low arousal emotion have a significant negative relationship with academic performance. (3) psychological curriculum and group activity intervention training has a certain influence on the positive and awakening dimension of academic emotion, and the same class before and after intervention has significant changes in academic performance. The average results were reduced. (4) there were significant differences between the experimental class and the control class after the intervention training. The experimental class was obviously higher than the control class. From the specific data, the negative arousal emotion of the experimental class was lower than the control class, and the academic achievement was higher than the control class. Finally, this paper reflected the study and the study. The shortcomings of the research on design are discussed, and future research ideas are put forward, and the theoretical and practical significance of this research is discussed.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G442

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