学习环境、成就目标定向对学业情绪和学业成就的影响:基于物理学科的研究  

The Construction of Physics Academic Emotion Model in the base of Control-Value Theory

作　　者：郭龙健[1,2] 申继亮[1] 姚海娟[3] 

机构地区：[1]北京师范大学心理学院,北京100875 [2]天津师范大学研究生院,天津300387 [3]天津师范大学心理与行为研究院,天津300074

出　　处：《心理学探新》2012年第2期153-159,共7页Psychological Exploration

摘　　要：以733名中学生为被试,采用结构方程模型对物理环境目标结构、成就目标定向、物理学业情绪及物理学业成就的关系建构模型。结果发现:(1)物理环境掌握目标结构对积极高唤醒、积极低唤醒和消极高唤醒学业情绪皆有显著积极预测作用,而物理环境表现目标结构则只对消极高唤醒和消极低唤醒物理学业情绪有显著积极预测作用;(2)通过成就目标定向中介对物理学业情绪的影响效果,物理学业情绪在成就目标和物理学业成就之间起中介作用,但影响模式不同;(3)研究结果支持学业情绪控制-价值扩展模型。Academic emotions are defined as emotions tied directly to academic activities or academic outcomes.The control-value theory and the cognitive/motivational mediators＇ theory influenced academic emotions.The research used a structural equation model to examine how perceived environment affected physics academic emotion or performance attainment,and investigated the critical role of goal orientation among 733 middle school students.The results showed that physics environmental mastery goal structure indirectly and positively predicted positive-high arousal academic emotions,positive-low arousal academic emotions and negative-high arousal academic emotions in physics,while physics environmental performance goal structure directly and positively predicted negative-high arousal academic emotions and negative-low arousal academic emotions in physics;physics environmental goal structure could affected physics academic emotion though the mediator effect of goal orientation,and physics academic emotion play an intermediary role between achievement goal and academic achievement of physics,but the path ways were different;the results supported directly predicted control-value extended model of academic emotion.

关 键 词：环境目标结构 学业情绪 学业成就 成就目标 物理 

分 类 号：B842.5[哲学宗教—基础心理学]