中学生学业情绪与心理韧性、学习成绩的关系

目的:探讨中学生学业情绪与心理韧性、学习成绩的关系。方法:选取山东省3所中学初一至高二年级694名学生为研究对象,采用青少年学业情绪问卷、青少年心理韧性量表分别对中学生学业情绪与心理韧性进行测量。结果:与女生相比,男生体验到更多的积极低唤醒和更少的消极高唤醒学业情绪(积极低唤醒:t=2.77,P0.01;消极高唤醒:t=-4.14,P0.001);除了消极高唤醒(F=0.79,P0.05),中学生的积极高唤醒(F=5.04,P0.001)、积极低唤醒(F=10.46,P0.001)及消极低唤醒(F=15.06,P0.001)学业情绪均存在显著年级差异;不同学业成绩中学生在4种学业情绪上均差异显著(积极高唤醒:F=6.47,P0.001;积极低唤醒:F=37.33,P0.001;消极高唤醒:F=6.26,P0.001;消极低唤醒:F=18.52,P0.001)。学业成绩、心理韧性对积极学业情绪有正向预测作用,对消极学业情绪有负向预测作用。结论:中学生心理韧性与学业情绪关系密切,是影响学业情绪的重要变量。学习落后生的学业情绪应该引起更多关注。

The Relationship among Middle School Students' Academic Emotions,Resilience and School-work Achievement

Objective:To explore the relations between middle school students' academic emotions,resilience and school-work achievement.Methods:This study investigated 694 middle school students in three middle schools in Shandong by using the Academic Emotions Questionnaire and the Resilience Scale to measure academic emotions and resilience respectively.Results:There was significant difference between male and female students.The male students reported more positive achievement emotions and less negative achievement emotions than that of female students.There was significant difference in achievement emotions among grades.Significant difference was also found among students of different school-work achievement.The resilience correlated positively with positive academic emotions,and negatively with negative academic emotions.School-work achievement and resilience predicted positive academic emotions positively,and negative academic emotions negatively.Conclusion:There is a close relation between middle school students' academic emotions and resilience.Attribution flexibility is an intermediary factor between resilience and negative-high arousal academic emotion.More attention should be paid to the academic emotions of students with lower school-work achievements.