心理科学 2017, 40(6) 1365-1371 DOI:     ISSN: 0412-1961 CN: 21-1139/TG

本期目录 | 下期目录 | 过刊浏览 | 高级检索                                                            [打印本页]   [关闭]
发展与教育
扩展功能
本文信息
Supporting info
PDF(770KB)
[HTML全文]
参考文献[PDF]
参考文献
服务与反馈
把本文推荐给朋友
加入我的书架
加入引用管理器
引用本文
Email Alert
文章反馈
浏览反馈信息
本文关键词相关文章
高中生 学业成就 学业情绪 学习动机 学习策略
本文作者相关文章
张春梅
刘华山
陈京军
许磊
汪招霞
PubMed
Article by Zhang,C.M
Article by Liu,H.S
Article by Chen,J.J
Article by Xu,l
Article by Wang,Q.X
先前学业成就与学习动机、策略的关系:学业情绪的中介作用
张春梅1,2,刘华山3,陈京军4,5,许磊6,汪招霞5
1. 吉林师范大学
2. 青少年网络心理与行为教育部重点实验室;华中师范大学
3. 华中师范大学心理学院
4. 湖南科技大学
5. 华中师范大学
6. 江汉大学教育学院
摘要: 采用整群抽样法抽取高中生670名,分别用学业情绪问卷、学习动机问卷和学习策略问卷来探讨学业情绪在先前学业成就与学习动机、学习策略之间的中介作用。以学业情绪的控制-价值理论和认知-动机模型为基础,运用偏差矫正百分位的非参数Bootstrap法对学业情绪的中介作用进行检验,结果发现:积极学业情绪在先前学业成就与学习策略、学习动机间起完全中介效应;消极学业情绪在先前学业成就与学习策略、学习动机间起部分中介效应。
关键词高中生 学业成就 学业情绪 学习动机 学习策略  
The Relationship among Previous Academic Achievement,Academic Motivation and Strategies: the Mediating Effect of Academic Emotions
Abstract: Academic Emotion refers to various emotional experiences related to students' academic activities in teaching and learning activities. Positive academic emotions can help students to cultivate active learning attitude, and to promote students' health development in both physical and mental. Academic emotions can affect learning process and academic achievement, but the success and failure in learning can also affect students' cognitive evaluation and academic emotions, which is a causal circulation among cognition, emotion, motivation variables. The influence of academic emotions on academic achievement and the mediation mechanism has been confirmed by many researchers, but research about the influence of previous academic achievement on academic emotion is not enough, especially the relationship and mechanism of the variables are not clear, and the existing studies are scattered. Under the background of performance value education background in China, more consideration should be given the adverse effect of previous academic achievement on academic emotions. High school students are in a critical period of learning, to get good grades is the common expectations of parents, teachers and high school students themselves. Therefore, it is necessary to study high school students, and systematically explore the influence of academic performance on academic emotion, learning motivation and learning strategies. In the present study, Academic Emotions Scale, Learning Motivation Questionnaire and Learning Strategies Questionnaire were adopted to investigate 670 high school students, and used non-parametric bias-corrected percentile Bootstrap method to study the relationship among previous academic achievement, academic motivation and learning strategies as well as the mediating effect of academic emotion. Results are as follows: (1) Previous academic achievement was positively correlated with positive-high arousal emotions and positive-low arousal emotions (p<.01), and were negatively correlated with negative-low arousal emotions (p<.01); Previous academic achievement was positively correlated with internal goal orientation and task value (p<.01), and was positively correlated with capability belief (p<.05); Previous academic achievement was positively correlated with meta-cognitive strategy and resource management strategy (p<.01). (2) The nonparametric bias-corrected percentile Bootstrap method was used to analyze the mediating effect of academic emotions, indicating that positive emotions (positive-high arousal emotions and positive-low arousal emotions) was fully mediated the relationship among previous academic achievement,academic motivation and learning strategies, and negative emotions (negative-low arousal emotions) was partly mediated the relationship among antecedents of academic achievement,academic motivation and learning strategies. The result is further verified in another path of academic emotion model, especially the control-value theory and the cognitive-motivation model, and enriched the localization theory of academic emotions. In addition, the research results have implications for our educational practice: on the one hand, we need to use multiple evaluation methods to evaluate students' academic achievement, to cultivate more positive emotions, which can enhance internal motivation and encourage students to use advanced learning strategies; on the other hand, when the examination of the students is poor, if they can improve the level of learning their motivation and strategy, can effectively prevent the negative effects caused by bad exam. In addition, we can also cultivate students' emotion regulation ability to stimulate their enthusiasm for learning and improve their learning methods.
Keywords: high school students, academic achievement, academic emotions academic motivation, learning strategies  
DOI:
基金项目:

通讯作者: 刘华山
作者简介:
作者Email: hsliupsycho@263.net

参考文献:
本刊中的类似文章

Copyright by 心理科学