本文選題：初中生低學業(yè)表現(xiàn)者 + 過分自信��； 參考：《陜西師范大學》2014年碩士論文

【摘要】：信心在很多領域中都是成功的關鍵因素之一,比如在工作、心理健康、體育、商業(yè)領域等。很多研究者提出不僅僅是信心,即使是過分自信(相信自身的能力比實際能力高)對個體發(fā)展也是有益的,因為過分自信有助于提高士兵的士氣、個體的堅持能力等,所以,有研究者提出信心的夸大實際上增加了成功的可能性。但關于過分自信是有害還是有益,一直存在很多分歧。就如Plous (1993)曾這樣描述過分自信的危害：“在決策和判斷中,沒有任何失誤和問題比過分自信更普遍,更具潛在的災難性”。 基于以往過分自信研究中的不一致結論,本研究主要從過分自信的時間和群體兩個視角出發(fā),探究不同時間距離下,初中生低學業(yè)表現(xiàn)者過分自信對學業(yè)情緒、行為投入的影響,以及學業(yè)情緒在過分自信和行為投入之間所起的作用,進而得出以下結論： (1)相較于初中生高學業(yè)表現(xiàn)者而言,過分自信現(xiàn)象在初中生低學業(yè)表現(xiàn)者中更普遍存在。 (2)在距離考試的時間遠近不同時,初中生低學業(yè)表現(xiàn)者過分自信的程度有顯著差異,且距離時間比較遠時,過分自信程度更高。 (3)初測時,低學業(yè)表現(xiàn)的初中生過分自信得分與學業(yè)情緒的積極高喚醒、積極低喚醒維度均存在顯著正相關,而與消極高喚醒和消極低喚醒兩個維度之間均存在顯著負相關,與行為投入得分存在顯著負相關；初中生在學業(yè)情緒的積極高喚醒、積極低喚醒兩個維度的得分與行為投入的得分均存在顯著正相關,消極低喚醒維度上的得分與行為投入存在顯著負相關,而消極高喚醒維度上的得分與行為投入得分相關不顯著。重測時,三者的相關關系較初測時發(fā)生了一些變化：過分自信與學業(yè)情緒的消極高喚醒、消極低喚醒存在顯著負相關,與行為投入的關系也由初測時的顯著負相關變成了顯著正相關；在學業(yè)情緒上,積極高喚醒和積極低喚醒兩維度均與行為投入存在顯著正相關,消極高喚醒和消極低喚醒與行為投入均呈顯著負相關。 (4)初測時,過分自信、消極低喚醒學業(yè)情緒對行為投入的負向預測作用顯著。重測時,過分自信對行為投入的正向預測作用顯著,消極低喚醒學業(yè)情緒對行為投入的負向預測作用顯著。 (5)采用溫忠麟等人的中介效應檢驗方法進行中介分析以及建構結構方程模型的結果得知,過分自信既可以直接影響初中生低學業(yè)表現(xiàn)者的行為投入,也可以通過消極低喚醒學業(yè)情緒間接影響行為投入。
[Abstract]:Confidence is one of the key factors for success in many fields, such as work, mental health, sports, business and so on. Many researchers argue that not only confidence, but even overconfidence (believing that one's ability is higher than one's actual ability) is beneficial to individual development, because overconfidence improves soldiers' morale, individual persistence, and so on. Some researchers suggest that exaggeration of confidence actually increases the likelihood of success. But there has been a lot of disagreement about whether overconfidence is bad or good. As Plous / 1993 described the dangers of overconfidence: "there are no mistakes or problems in decision-making and judgment that are more common and potentially catastrophic than overconfidence." Based on the inconsistent conclusions in the previous studies of overconfidence, this study explores the relationship between overconfidence and academic emotion of junior high school students at different time distances from the perspective of overconfidence time and group. The effect of behavioral involvement, and the role of academic emotions in the relationship between overconfidence and behavioral engagement, leads to the following conclusions: Compared with high academic performance of junior high school students, overconfidence is more common in junior high school students than in junior high school students. (2) the degree of overconfidence of junior high school students with low academic performance is significantly different from the time of examination, and the degree of overconfidence is higher when the distance is longer. (3) in the first test, the scores of overconfidence in junior middle school students with low academic performance were positively correlated with the positive arousal of academic emotion, positive and low arousal dimensions, but negatively correlated with both negative arousal and negative arousal dimensions. There was a significant negative correlation between the score of behavioral engagement and the scores of positive arousal of academic emotion and positive and low arousal of junior high school students, and there was a significant positive correlation between the scores of two dimensions of positive arousal and behavioral involvement. There was a significant negative correlation between the score of negative low arousal dimension and behavioral input, but no significant correlation between negative high arousal dimension score and behavioral input score. Some changes have taken place in the correlation between the three factors during retest: overconfidence has a negative correlation with the negative arousal of academic emotion, and negative low arousal has a significant negative correlation. The relationship between positive arousal and behavioral engagement changed from significant negative correlation to significant positive correlation, and in academic emotion, there was a significant positive correlation between positive arousal and positive low arousal. Negative high arousal and negative low arousal were negatively correlated with behavioral involvement. (4) in the first test, overconfidence and negative low arousal of academic emotion had a significant negative predictive effect on behavioral input. In retest, the positive predictive effect of overconfidence on behavioral input was significant, and the negative predictive effect of negative arousal of academic emotion on behavioral input was significant. (5) using Wen Zhonglin et al.'s intermediary effect test method and constructing the structural equation model, the results show that overconfidence can directly affect the behavior input of junior high school students with low academic performance. It can also indirectly influence behavior input through negative low arousal of academic emotion.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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本文編號：1876975