菜单
  
    摘要:采用《青少年学业情绪问卷》和《学业自我效能感问卷》,随机抽取210名高中生作为被试进行测试,探讨高中生学业情绪与学业自我效能感的关系。结果显示:①高中生学业情绪中积极高唤醒和消极高唤醒处于中等水平以上,积极低唤醒处于中等水平以下,消极低唤醒处于中等水平;②高中生学业情绪在消极高唤醒(p<0.01)文度上存在显著性别差异;在积极低唤醒(p<0.05)和消极低唤醒(p<0.01)文度上存在显著地专业差异;高中生学业情绪在年级上不存在差异;③高中生学业自我效能感处于中等水平④高中生学业自我效能感在性别和专业上不存在差异;在学业能力自我效能感上存在显著的年级差异(p<0.05);⑤高中生学业情绪中积极高唤醒(r=0.333;p<0.01)与积极低唤醒(r=0.541;p<0.01)与学业自我效能感存在显著正相关,消极高唤醒仅与学业能力自我效能感存在差异(p<0.05),而消极低唤醒与学业自我效能感存在显著负相关(r=-0.407;p<0.01)。高中生学业情绪与学业自我效能感存在一定相关。关键词: 学业情绪;学业自我效能;高中生8540
    High School Students Study on the Relationship between the Academic Emotions and Aademic Self-efficacy
    Abstract:This study was to investigate the relationship of academic emotions and academic self-efflcacy in high school students,210 students were measured with teenager academic emotions questionnaire and academic self-efficacy questionnaire respectively. The results indicated that:① The two dimensions of academic emotions ,positive-high arousal emotions and negative-high arousal emotions,were higher than mean score.The positive-low arousal emotions was lower than mean score,and negative-low arousal emotions was in the middle of the score. ②The academic emotions of high school student had significant difference between different genders in the dimensions of negative-high arousal emotions(p<0.01).There exists significant difference between different major in the dimensions of positive-low arousal emotions (p<0.05)and negative-low arousal emotions(p<0.01),but not indicate significante grade differences.③High school students' academic self-efficacy in the middle of the average level.④In gender,major,the study results have no differences in the academic self-efficacy.The different grade of high school students in the academic ability self-efficacy had indicate signicante differences (p<0.05).⑤The two dimensions of academic emotions ,positive-high arousal emotions (r=0.333;p<0.01)and positive-low arousal emotions(r=0.541;p<0.01), exist significant positive correlation with academic self-efficacy. The negative-high arousal emotions exist neigative correlation just with academic ability self-efficacy(p<0.05).The negative-low arousal emotions and academic self-efficacy exist negative correlation (r=-0.407;p<0.01).The results indicate that academic emotions is correlated with high school students' academic self-efficacy.
    Key words:academic emotions;academic self-efficacy;high school students
    目    录

    摘要    1
    Abstract.    1
    引言    3
    1研究方法    5
    1.1 研究对象    5
    1.2 研究工具    5
    1.3 施测过程    5
    1.4统计分析    5
    2研究结果    6
    2.1高中生学业情绪    6
    2.1.1高中生学业情绪的总体状况    6
    2.1.2高中生学业情绪在性别上的差异比较    6
    2.1.3高中生学业情绪在专业上的差异比较    6
    2.1.4高中生学业情绪在年级上的差异比较    7
    2.2高中生学业自我效能感    7
    2.2.1高中生学业自我效能感的总体状况    7
  1. 上一篇:师范生教育实习的困境调查与分析
  2. 下一篇:大学生消费决策风格的研究+文献综述
  1. 高中生时间管理倾向与主观幸福感的关系研究

  2. 高强度肢体表情情绪识别的个体差异

  3. 高强度面孔表情与基本表情情绪识别的相关性

  4. 小学语文教学中积极情绪的培养

  5. 行为学六种面孔表情情绪识别的相关性

  6. 高强度面孔表情情绪识别的个体差异

  7. 小学教师情绪控制的重要...

  8. 杂拟谷盗体内共生菌沃尔...

  9. java+mysql车辆管理系统的设计+源代码

  10. 乳业同业并购式全产业链...

  11. 十二层带中心支撑钢结构...

  12. 酸性水汽提装置总汽提塔设计+CAD图纸

  13. 中考体育项目与体育教学合理结合的研究

  14. 电站锅炉暖风器设计任务书

  15. 当代大学生慈善意识研究+文献综述

  16. 大众媒体对公共政策制定的影响

  17. 河岸冲刷和泥沙淤积的监测国内外研究现状

  

About

751论文网手机版...

主页:http://www.751com.cn

关闭返回