学习不良青少年与普通青少年学业情绪影响因素的比较  

On the Factors Affecting the Academic Emotions of Adolescents with and Without Learning Disabilities

作　　者：董妍[1] 俞国良[2] 周霞[3] 

机构地区：[1]中国人民大学心理学系,北京100872 [2]中国人民大学心理研究所,北京100872 [3]河北唐山一中,唐山063000

出　　处：《中国特殊教育》2013年第4期42-47,共6页Chinese Journal of Special Education

基　　金：2011年度教育部人文社科项目青年项目"家庭微系统影响学业情绪的纵向研究"(项目批准号:11YJC19007)的研究成果之一

摘　　要：比较学习不良青少年与普通青少年学业情绪的影响因素之间的差异,可以为改善学习不良青少年的学业情绪提供借鉴和指导。采用开放式问卷调查和访谈的形式,以49名学习不良中学生以及52名普通中学生为被试,考察了学习不良青少年与普通青少年学业情绪的影响因素。结果发现,我国青少年学业情绪受到人际、课堂、学业和个人四个方面的影响;学习不良青少年的积极低唤醒学业情绪受学业因素影响最大,普通青少年则受课堂因素和人际因素的影响最大;四方面因素对两类青少年其他学业情绪的影响相同。Comparing the factors affecting the academic emotions of adolescents with and without learning disabilities is conducive to the improvement of the academic emotions of adolescents with learning disabilities. This article, by using questionnaires and interviews to survey 49 secondary school students with learning disabilities and 52 secondary school students without learning disabilities, aims to explore the factors affecting the academic emotions of adolescents with and without learning disabilities. The results show the following： the academic emotions of adolescents in China are affected by interpersonal relationship, the classroom, academic performance, and personal factors; the positive-low arousal academic emotions of those with learning disabilities are significantly affected by their academic performance, whereas the positive-low arousal academic emotions of those without learning disabilities are significantly affected by their classroom and interpersonal relationship; interpersonal relationship, the classroom, academic performance, and personal factors have similar effects on the other academic emotions of the two types of adolescents.

关 键 词：学习不良 青少年 学业情绪 影响因素 

分 类 号：G635.5[文化科学—教育学]