学业情绪及其影响因素  

Academic Emotions and Its Influencing Factors

作　　者：徐先彩[1] 龚少英[1] 

机构地区：[1]华中师范大学心理学院,湖北省人的发展与心理健康重点实验室,武汉430079

出　　处：《心理科学进展》2009年第1期92-97,共6页Advances in Psychological Science

基　　金：教育部人文社科项目"中学生英语句法意识与阅读发展的关系(06JAXLX006)";华中师范大学银桂计划项目(2006);基于建构主义的教育心理学课程与教学改革(2006–2008)

摘　　要：学业情绪是指在教学或学习过程中,与学生学业相关的各种情绪体验。个体的自我认知、成就目标、认知能力等个体因素以及班级、家庭、课堂等环境因素都会影响学业情绪,且自我认知是环境因素影响其学业情绪的一个重要中介变量。另外,学业情绪具有领域特异性。未来研究的方向主要在于学业情绪的界定和具体结构的深入探讨、学业情绪的发展特点、对特殊群体学生学业情绪的关注以及积极探索有效的干预措施等方面。Academic emotions refer to various emotional experiences in connection with students＇ academic activities in the teaching or learning process. Its antecedents mainly include individual＇s self-cognition, achievement goals, cognitive ability and social environments such as class, family, instruction, etc. Furthermore, the relationship between social environment and academic emotions is mediated by self-cognition. In addition, academic emotions are organized in a domain-specific manner. In the future, more attention will be paid to the conceptual definition, construct and development characteristics of academic emotions. At the same time, it is necessary to give attention to academic emotions of the special students and make some positive intervention to help students avoid negative emotions.

关 键 词：学业情绪 自我认知 成就目标 认知能力 领域特异性 

分 类 号：B844[哲学宗教—发展与教育心理学] G44[哲学宗教—心理学]