初中生学业归因方式、学业情绪与心理健康  

The Research on the Relationship among Academic Attribution Style,Academic Emotion and Mental Health of Junior School Students

作　　者：刘影[1] 刘佳佳 张扩滕[1] 龚少英[1] 

机构地区：[1]中国.青少年网络心理与行为教育部重点实验室,华中师范大学心理学院暨湖北省人的发展与心理健康重点实验室,武汉430079

出　　处：《中国健康心理学杂志》2014年第5期760-763,共4页China Journal of Health Psychology

基　　金：教育部人文社科基金(编号:13YJA190005);华中师大中央高校基本科研业务费重大科研培育项目(编号:CCNU11C01005);专项资金科研项目(编号:120002040498)

摘　　要：目的探讨初中生学业归因方式和学业情绪对心理健康的影响。方法采用问卷调查法,以山东省3所中学的511名初中生为被试。结果①不同年级初中生的能力归因存在显著差异,初一学生的能力归因高于初二、初三学生(P<0.05);②不同性别和年级初中生的学业情绪存在显著差异,男生的积极低唤醒学业情绪和消极低唤醒学业情绪显著高于女生(P<0.05);初一学生的积极高唤醒情绪低于初二、初三学生(P<0.01;P<0.05);③不同年级初中生的心理健康水平存在显著差异,初一学生的考试镇定低于初三学生(P<0.01);④学业归因方式和学业情绪对心理健康具有显著预测作用。结论初中生的学业归因方式和学业情绪是其心理健康的重要影响因素。Objective To investigate the relationship between attribution style ,academic emotion and mental health of junior school students.Methods A questionnaire survey was administered to 511 junior school students .Results ①There was a significant grade difference in ability attribution.First-year students were higher than the students in grade two and three （P〈0.05）.②Academic emo-tions of different gender and grades in junior middle school students had significant differences ,boys＆#39;positive low arousal academic emo-tions and negative low arousal academic emotions were significantly higher than girls ＆#39;（F=6.73,4.14;P〈0.05）.The positive high a-rousal emotions of first-year students were lower than the students in grade two and three （F=5.97;P〈0.05）.③The mental health lev-el of junior middle school students of different grades had significant differences ,examination calm of first-year students was below the third-grade students（P〈0.01）.④Academic attribution style and academic emotion had direct predictive effects on mental health .Con-clusion Academic attribution style and academic emotion have an important influence on mental health of junior school students .

关 键 词：学业归因方式 学业情绪 心理健康 初中生 

分 类 号：B844.2[哲学宗教—发展与教育心理学] B842[哲学宗教—心理学]