初中生学业情绪特点及其与家庭功能、自我概念的关系

【作者】 吴日欢；

【导师】 李彩娜；

【作者基本信息】 陕西师范大学 ， 心理健康教育， 2011， 硕士

【摘要】 情绪是学校心理健康教育的重要内容之一,近年来,学业情绪逐渐成为学生情绪的研究热点。学业情绪是学生在学业情境下的所有情绪体验,它不仅受到学业情境的影响,而且也受到学业之外的家庭功能、自我概念的影响。本研究采用青少年学业情绪问卷、家庭功能评定量表(FAD)、自我概念量表(Harter)调查了七年级、八年级、九年级的学生,共540人,有效被试496人；在考察初中生学业情绪的特点之后,采用相关分析,回归分析,系统的探讨了学业情绪与家庭功能、自我概念的关系。主要的研究结论如下：(1)整体来说,初中生的积极学业情绪多于消极学业情绪,高唤醒学业情绪多于低唤醒学业情绪。(2)初中生部分的学业情绪存在显著的年级差异,积极高唤醒学业情绪、消极低唤醒学业情绪随着年级升高而增加；积极低唤醒学业情绪随着年级的升高而减少。(3)初中生基本的学业情绪不存在显著性别差异。(4)初中生学业情绪、家庭功能、自我概念密切相关。(5)家庭功能、自我概念与积极、消极学业情绪的相关性大于与高唤醒、低唤醒的相关性。(6)学业自我概念、一般自我概念在家庭功能和积极学业情绪、消极学业情绪之间起中介作用。更多还原

【Abstract】 Content:Emotion is one of the key contents of mental health education in school, in recent years, academic emotions gradually become a research hotspot of students feeling. Academic emotions include all emotional experience of students in academic situations. It is not only affected by the academic situation, but also by the family functions and self-concept. In this study, young academic emotions scale, family function rating scale (FAD), Self Concept Scale (Harter) was used in order to survey of 540 junior high school students, and 496 valid subjects. After described the characteristics of their academic emotions, I investigated the system of the academic emotions and family functioning, self-concept relationship by using correlation analysis, regression analysis.The main conclusions are as follows:(1) Overall, the junior high school students experience more positive academic emotions than negative academic emotions, more high arousal academic emotions than low waken academic emotions.(2) There is a significant junior difference of part of the academic emotions, positive-high arousal emotions, negative-low waken studies increased as their grade increased; positive-low waken emotions decreased as their grade increased..(3) There is no significant gender difference of the basic academic emotions.(4) The relation of academic emotions, family function, self-concept are very close.(3) The correlation among family function, self-concept with positive and negative academic is higher than the correlation with high arousal and low waken emotions.(5) Academic self-concept, general self-concept play intermediary role between the family function and positives and negative emotions.更多还原