【作者】 陆莲；

【导师】 张福娟；

【作者基本信息】 华东师范大学 ， 特殊教育学， 2008， 硕士

【摘要】 学业情绪是与学业学习、课堂教学和学业成就有直接关系的各种情绪的总称。它是一种重要的非智力因素,它不仅对学生的学习过程和学习成绩产生重要影响,而且对学生的身心发展产生重要影响。为全面了解数学学习困难学生学业情绪的特点,分析影响这些学生学业情绪的各种因素,本研究采用问卷法和访谈法相结合的方式,对上海市5所普通初中330名初中生进行了研究。结果表明:(1)初中数困生不仅焦虑、羞愧、厌倦、无助、沮丧和疲乏心烦等消极学业情绪比非数困生多,而且高兴、自豪、满足、平静和放松等积极学业情绪也明显比非数困生少。(2)初中不同年级数困生与非数困生经历了不同的学业情绪体验。(3)男女数困生和非数困生在消极低唤醒学业情绪体验上也具有不同的特点。(4)初中数困生的学业情绪总体上受年级影响比较明显。初二年级数困生比初一和初三年级体验了较多的消极学业情绪和较少的积极学业情绪。(5)初中男女数困生经历了相同的积极学业情绪体验(除希望学业情绪外)和消极高唤醒学业情绪体验。但男数困生比女数困生体验到了更多的厌倦、无助等消极低唤醒学业情绪。(6)初中数困生的学业情绪体验受多种因素影响。在个体内因素方面,成就目标、学业自我概念、自我数学信念和个性特征对初中数困生的学业情绪体验具有明显的影响。在外部影响因素方面,父母数学信念、师生关系和竞争的班级环境对初中数困生的学业情绪体验也具有较大的影响。本研究在分析初中数困生学业情绪的特点、探讨学业情绪影响因素的基础上,还对初中数困生的学业情绪辅导提供了一些建议和设想,为实践工作提供理论支持和参考意见,也为今后这方面的研究提供一些资料。更多还原

【Abstract】 Academic emotions are various emotional experiences that directly linked to academic learning, classroom instruction, and academic achievement. Academic emotions are important non-intelligence factor that don’t only affect the study progress and academic achievement, but also influence students’ psychological and physical heath. In order to find out the characteristics of academic emotions of mathematics learning disabilities students, as well as analyze the influence factors of academic emotion, it was investigated among 330 students in five middle schools in Shanghai. The results showed:(1) Significant effects of grade and gender between students with and without mathematics learning disabilities are found. The students with mathematics learning disabilities have more negative academic emotions and less positive academic emotions than the students without mathematics learning disabilities.(2) Significant differences between students with and without learning disabilities were reported in different grades in middle school.(3) The male and female students with and without mathematics learning disabilities in middle school have different characteristics in the negative-low arousal emotions.(4) Academic emotions of mathematics learning disabilities students in middle school as a whole has significant grade difference, especially in Grade two, the mathematics learning disabilities students have more negative academic emotions and less positive academic emotions.(5) The negative-low arousal emotions have the significant gender difference, and the male students with mathematics learning disabilities have more boredom and hopelessness emotion.(6) Academic emotions are affected by individual internal factors and external factors. Achievement goals, academic self-concept, mathematical beliefs and personalityly have significant effect on academic emotions of the students with mathematics learning disabilities; Parents’ mathematical beliefs, the relationship between teachers and students and competition affect significantly academic emotions of the students with mathematics learning disabilities.Based on the analysis of the characteristics and influence factors of academic emotions, some suggestions were given. It may help the teachers in practice and alse served as reference to the other researchers in this field.更多还原