發(fā)布時(shí)間：2018-05-23 22:44

  本文選題：學(xué)業(yè)情緒 + 有效教學(xué)行為　； 參考：《陜西師范大學(xué)》2016年博士論文

【摘要】：學(xué)業(yè)情緒是指學(xué)生在學(xué)習(xí)過程中產(chǎn)生的與學(xué)業(yè)活動(dòng)有關(guān)的各種情緒體驗(yàn)。Pekrun等學(xué)者提出的控制—價(jià)值理論為系統(tǒng)地研究影響學(xué)生學(xué)業(yè)情緒的個(gè)體因素和環(huán)境因素提供了一個(gè)整合框架。該理論認(rèn)為學(xué)生對學(xué)業(yè)任務(wù)的控制和價(jià)值評估是學(xué)業(yè)情緒產(chǎn)生和發(fā)展的直接源泉,而環(huán)境變量則通過影響學(xué)生控制—價(jià)值評估結(jié)果從而對學(xué)業(yè)情緒產(chǎn)生間接的影響。本研究在Pekrun等提出的控制—價(jià)值理論、社會(huì)認(rèn)知理論和社會(huì)比較理論等理論基礎(chǔ)上,系統(tǒng)地研究了人際(教師與學(xué)生)和群際(班級)情緒對學(xué)生學(xué)業(yè)情緒的影響。在影響途徑上,本文既考慮了學(xué)業(yè)價(jià)值和學(xué)業(yè)控制的中介作用,同時(shí)還進(jìn)一步考慮了教師/同伴的人際行為(如教師有效教學(xué)行為和親密同伴的親社會(huì)行為),以及教師/同伴與學(xué)生的人際關(guān)系(如師生關(guān)系和同伴關(guān)系)的中介作用。研究一主要目的是簡化俞國良等編制的青少年學(xué)業(yè)情緒問卷,驗(yàn)證學(xué)業(yè)情緒結(jié)構(gòu)。對230名高中生的驗(yàn)證性因素分析結(jié)果表明,高中生學(xué)業(yè)情緒包括四個(gè)因子,分別為積極高喚醒學(xué)業(yè)情緒(自豪、高興、希望)、積極低喚醒學(xué)業(yè)情緒(滿足、平靜、放松)、消極高喚醒學(xué)業(yè)情緒(焦慮、羞愧、生氣)、以及消極低喚醒學(xué)業(yè)情緒(厭倦、無助、沮喪、心煩-疲乏)。簡化版青少年學(xué)業(yè)情緒問卷每種情緒都保留了 3道題目,共計(jì)39道題目,各項(xiàng)心理測量學(xué)指標(biāo)均符合要求。研究二研究了教師情緒對學(xué)生學(xué)業(yè)情緒的影響。對全國7個(gè)省份9所學(xué)校93份班主任問卷和3883份高中生問卷的跨層級中介效應(yīng)分析結(jié)果表明,教師積極情緒顯著影響學(xué)生積極高喚醒學(xué)業(yè)情緒,教師消極情緒顯著影響學(xué)生消極高喚醒學(xué)業(yè)情緒。學(xué)業(yè)價(jià)值感、學(xué)業(yè)控制感、有效教學(xué)行為一起完全中介教師積極情緒對學(xué)生積極高喚醒學(xué)業(yè)情緒的影響;學(xué)業(yè)控制感和有效教學(xué)行為一起完全中介教師消極情緒對學(xué)生消極高喚醒學(xué)業(yè)情緒的影響;師生關(guān)系的中介作用不顯著。研究三研究了班級情緒氣氛對學(xué)生學(xué)業(yè)情緒的影響。對全國108個(gè)班級和4908份高中生問卷的跨層級中介效應(yīng)分析結(jié)果表明,班級情緒氣氛顯著影響學(xué)生學(xué)業(yè)情緒。學(xué)業(yè)控制感、學(xué)業(yè)價(jià)值感、同伴關(guān)系部分中介班級情緒氣氛對學(xué)生學(xué)業(yè)情緒的影響,但是總體中介效應(yīng)量比較小。研究四研究了學(xué)業(yè)情緒在同伴之間的相互影響。在4908名高中生中匹配了1217對親密朋友(n = 2434),并按同伴接納程度分成高同伴接納組和低同伴接納組。結(jié)構(gòu)方程模型分析結(jié)果表明,學(xué)業(yè)情緒可以在同伴之間相互影響。學(xué)業(yè)控制感、學(xué)業(yè)價(jià)值感、同伴關(guān)系在大部分模型中存在顯著的中介作用;但是親社會(huì)行為在大部分模型中的中介作用不顯著。高同伴接納組學(xué)生對低同伴接納組學(xué)生的學(xué)業(yè)情緒影響途徑更多,影響效應(yīng)也相對較大,因此同伴接納可能調(diào)節(jié)學(xué)業(yè)情緒在同伴之間的相互影響。研究五縱向研究了學(xué)業(yè)焦慮在同伴之間的相互影響。對107對(n = 214)親密朋友追蹤一周,每天施測一次。交叉滯后模型結(jié)果表明,學(xué)業(yè)焦慮可以在同伴之間動(dòng)態(tài)地相互影響,高同伴接納組→低同伴接納組的滯后效應(yīng)與低同伴接納組→高同伴接納組的滯后效應(yīng)大體相等。本研究不僅揭示了學(xué)業(yè)情緒跨人際影響現(xiàn)象的普遍性,更重要的是揭示了這種現(xiàn)象的發(fā)生途徑。本文研究結(jié)果具有重要的理論意義和實(shí)踐價(jià)值。在理論上,本研究拓展了我們對學(xué)業(yè)情緒的前因及其影響的認(rèn)識(shí),豐富了學(xué)業(yè)情緒的研究內(nèi)容。在教育教學(xué)實(shí)踐上,學(xué)業(yè)情緒跨人際影響研究有助于教育工作者更好地了解教學(xué)過程和人際交往過程對學(xué)生學(xué)業(yè)情緒的影響途徑,從而采取相關(guān)措施促進(jìn)學(xué)生形成積極良好的學(xué)業(yè)情緒,減少其消極學(xué)業(yè)情緒體驗(yàn)。未來研究者需要更深入地研究微觀人際交往過程在學(xué)業(yè)情緒跨人際影響中的中介機(jī)制和調(diào)節(jié)機(jī)制。
[Abstract]:Academic Emotion refers to the control value theory proposed by scholars, such as.Pekrun and other emotional experiences related to academic activities in the course of learning, provides an integrated framework for the systematic study of individual and environmental factors affecting students' academic emotions. The theory holds that students' control and value assessment of academic tasks are considered. It is the direct source of the emergence and development of academic emotion, while environmental variables have an indirect effect on Academic Emotion by influencing the results of student control value assessment. On the basis of the theory of control value theory, social cognition theory and social comparison theory put forward by Pekrun and so on, this study systematically studies interpersonal (teachers and learning). The influence of students' and group (class) emotion on students' academic emotion. In the way of influence, this paper not only considers the intermediary role of academic value and academic control, but also further considers the interpersonal behavior of teachers / companions (such as the effective teaching behavior of teachers and the pro social behavior of close companions), and the interpersonal relationship between teachers / peers and students. The main purpose of the study is to simplify the adolescent academic emotion questionnaire, such as Yu Guoliang, and to verify the academic emotion structure. The results of the confirmatory factor analysis of 230 senior high school students showed that the high school students' academic emotion includes four factors, which are positive and high arousal (proud and happy,) Hope), actively low arousal of Academic Emotion (satisfaction, calm, relaxation), negative awakening of Academic Emotion (anxiety, shame, anger), and passive and low arousal of Academic Emotion (boredom, helplessness, frustration, weariness). The simplified version of the adolescent academic emotion questionnaire has 3 topics, a total of 39 subjects, and all the psychometrics indicators The study two studied the influence of teacher's emotion on the students' academic emotion. The analysis of the cross hierarchy effect analysis on the questionnaire of 93 class teachers and 3883 senior high school students in 9 schools in 7 provinces of the country showed that the positive emotion of teachers significantly influenced the students to wake up their academic mood actively, and the negative emotion of the teachers significantly affected the students' negative influence. The influence of teacher's positive emotion on the students' arousing the academic emotion is completely mediated by the academic sense of value, academic control and effective teaching behavior. The influence of the academic control and effective teaching behavior on the students' negative arousal awakening the academic emotion, and the intermediary role of the teacher-student relationship. The study three studied the influence of class emotional atmosphere on students' academic emotion. Analysis of the cross level mediating effect of the questionnaire on 108 classes and 4908 high school students in the country showed that the class mood atmosphere significantly affected the students' academic emotion. The academic sense of control, academic value and peer relationship partly mediate the class mood of students to students. The impact of academic emotion, but the overall mediator effect was small. Study four studied the influence of Academic Emotion on peer interaction. 1217 pairs of close friends were matched in 4908 high school students (n = 2434), and they were divided into high peer acceptance and low peer acceptance groups according to the degree of peer acceptance. Academic control, academic value, and peer relationship have significant mediating role in most of the models, but the mediating role of Pro social behavior is not significant in most of the models. The students with high peer acceptance group have more influence on the students' Academic Emotion and influence effects in the low peer admission group. Relatively large, so peer acceptance may regulate the influence of Academic Emotion on peer interaction. Study five studies the interaction between academic anxiety and peer relationships. 107 pairs of close friends (n = 214) are tracked for one week and every day. The results of the cross lag model show that academic anxiety can dynamically interact with each other. The lag effect of the high peer acceptance group and the low peer acceptance group is roughly equal to the lag effect of the low peer acceptance group and the high peer acceptance group. This study not only reveals the universality of the inter interpersonal effects of academic emotion, but also reveals the way of the occurrence of this phenomenon. The results of this paper have important theoretical significance and the significance of this study. In theory, this study expands our understanding of the cause and influence of academic emotion, enriches the research content of academic emotion. In the practice of education and teaching, the study of inter interpersonal influence of academic emotion will help educators to better understand the teaching process and the influence of intercourse communication on students' academic emotion. In order to promote the students to form positive and good academic emotions and reduce their negative academic emotion experience, the future researchers need to study more deeply on the intermediary mechanism and regulation mechanism of the micro interpersonal process in the inter interpersonal impact of academic emotion.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：B842.6

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