本文選題：學(xué)業(yè)情緒 + 學(xué)習(xí)歸因�。� 參考：《陜西師范大學(xué)》2014年碩士論文

【摘要】：中小學(xué)生的學(xué)業(yè)成績一直是關(guān)注的焦點。通過考察四至九年級學(xué)生學(xué)業(yè)情緒與學(xué)習(xí)歸因的現(xiàn)狀,并對其之間的關(guān)系進(jìn)行分析,進(jìn)一步探討學(xué)業(yè)情緒與學(xué)習(xí)歸因?qū)W(xué)業(yè)成績的影響。目的在于了解學(xué)生學(xué)業(yè)成績的具體影響因素,為下一步的教育教學(xué)工作提供指導(dǎo),也為學(xué)生的學(xué)習(xí)提供幫助。采用學(xué)業(yè)情緒量表和學(xué)業(yè)成就歸因量表對西安市1284名四至九年級學(xué)生進(jìn)行問卷調(diào)查。結(jié)果發(fā)現(xiàn)： (1)中小學(xué)生在積極情緒和消極情緒上年級之間存在顯著差異。整體消極情緒高于積極情緒,消極情緒隨著年級的升高有上升趨勢。不同性別的中小學(xué)生在消極情緒上存在顯著差異,在積極情緒上不存在顯著差異。中學(xué)男生在積極情緒和消極情緒上的得分均高于女生,小學(xué)女生在積極情緒上的得分要高于男生,在消極情緒上男生高于女生�？傮w來說,小學(xué)生的消極情緒少一些,但中小學(xué)生的學(xué)業(yè)情緒都很豐富,積極情緒和消極情緒同時存在。 (2)中小學(xué)生在能力、努力、情境和運氣歸因上年級之間均存在顯著差異,中學(xué)生在情境歸因上無顯著差異,歸因較一致。八年級在能力、努力和運氣歸因方面得分最高。四年級在能力和努力歸因方面得分最高,六年級在情境和運氣歸因方面得分最高。不同性別的中小學(xué)生在歸因上基本不存在顯著差異。男生在歸因的各個方面得分均高于女生�？梢�,中學(xué)生主要是內(nèi)在歸因,而小學(xué)生是外在歸因在比較突出,外在環(huán)境對小學(xué)生的影響非常重要。 (3)學(xué)業(yè)情緒、學(xué)習(xí)歸因和學(xué)業(yè)成績之間彼此存在不同程度的相關(guān),學(xué)習(xí)歸因既是積極的學(xué)業(yè)情緒和學(xué)業(yè)成績之間的部分中介因素,也是消極的學(xué)業(yè)情緒和學(xué)業(yè)成績之間的部分中介因素。其中,對中學(xué)生來說,能力歸因在積極的學(xué)業(yè)情緒和學(xué)業(yè)成績之間起部分中介作用,運氣歸因在消極的學(xué)業(yè)情緒和學(xué)業(yè)成績之間起部分中介作用；對小學(xué)生來說,能力歸因在消極的學(xué)業(yè)情緒和學(xué)業(yè)成績之間起部分中介作用。 結(jié)論：學(xué)業(yè)情緒和學(xué)習(xí)歸因?qū)W(xué)業(yè)成績都有預(yù)測作用,學(xué)業(yè)情緒對學(xué)業(yè)成績產(chǎn)生直接影響,也可以通過歸因中介變量對學(xué)業(yè)成績產(chǎn)生間接影響。
[Abstract]:The academic achievement of primary and middle school students has been the focus of attention. By investigating the present situation of academic emotion and learning attribution of students in grades 4 to 9, and analyzing the relationship between them, the influence of academic emotion and attribution on academic achievement is further discussed. The purpose is to understand the specific factors affecting students' academic achievement, to provide guidance for the next step of education and teaching, and also to provide help for students' learning. 1284 students of grade 4 to 9 in Xi'an were investigated by using the scale of academic emotion and Attribution of academic Achievement. The results showed that: (1) there were significant differences between positive and negative emotions. The overall negative emotion is higher than the positive emotion, and the negative emotion has an upward trend with the increase of grade. There were significant differences in negative emotions between primary and middle school students of different genders, but no significant differences in positive emotions. The scores of positive emotion and negative emotion in middle school boys were higher than that of girls, the scores of primary school girls in positive emotions were higher than those of boys, and the scores of boys in negative emotions were higher than those of girls. Generally speaking, pupils have less negative emotions, but the academic emotions of primary and middle school students are very rich, and both positive and negative emotions exist. (2) Primary and middle school students are able to work hard. There were significant differences between the two grades, but there was no significant difference in situational attribution among middle school students. Grade 8 scored the highest in terms of ability, effort, and attribution of luck. Grade 4 scored the highest in ability and effort attribution, and grade 6 scored the highest in situational and luck attribution. There is no significant difference in attribution between primary and middle school students of different genders. Boys scored higher in all aspects of attribution than girls. It can be seen that middle school students are mainly internal attribution, while primary school students are external attribution is more prominent, the external environment is very important to the impact of primary school students. (3) academic mood, There are different correlations between learning attribution and academic achievement. Learning attribution is not only a part of intermediary factor between positive academic emotion and academic achievement, but also a part of intermediary factor between negative academic emotion and academic achievement. Among them, for middle school students, ability attribution plays a part intermediary role between positive academic emotion and academic achievement, while luck attribution plays a part intermediary role between negative academic emotion and academic achievement; for primary school students, Ability attribution partly mediates between negative academic emotion and academic achievement. Conclusion: both academic emotion and learning attribution can predict academic achievement. Academic emotion has direct influence on academic achievement and can also indirectly affect academic achievement through attribution intermediary variable.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李磊;郭成;;青少年學(xué)業(yè)情緒研究綜述[J];貴州教育學(xué)院學(xué)報;2009年04期

2 張學(xué)民;林崇德;申繼亮;郭德俊;;動機定向、成就歸因、自我效能感與學(xué)業(yè)成就之間的關(guān)系研究綜述[J];教育科學(xué)研究;2007年03期

3 俞國良;董妍;;學(xué)業(yè)情緒研究及其對學(xué)生發(fā)展的意義[J];教育研究;2005年10期

4 季常弘,張麗莉;淺談情緒調(diào)節(jié)及對學(xué)生學(xué)業(yè)的影響[J];遼寧省交通高等�？茖W(xué)校學(xué)報;2003年03期

5 呂憲軍,王延玲;歸因理論與學(xué)習(xí)動機[J];遼寧師范大學(xué)學(xué)報;2002年05期

6 陸桂芝;龐麗華;;初中1～3年級學(xué)生的學(xué)業(yè)情緒與學(xué)業(yè)成就的相關(guān)研究[J];教育探索;2008年12期

7 王憶軍;張慧;盧欣榮;陳素芬;夏薇;喬曼麗;李慧杰;;中學(xué)生考試焦慮表現(xiàn)的性別差異[J];中國臨床康復(fù);2005年40期

8 萬翼;學(xué)習(xí)困難兒童學(xué)業(yè)失敗自我歸因特點研究[J];心理發(fā)展與教育;1992年02期

9 康英;小學(xué)兒童考試成敗歸因特點初探[J];心理發(fā)展與教育;1992年02期

10 劉曉惠,周林,查子秀;對超常教育實驗班與普通班學(xué)生學(xué)業(yè)情感態(tài)度的研究[J];心理發(fā)展與教育;1999年03期

，

本文編號：2100448