英语学差生学业情绪变化发展的追踪  

A Longitudinal Study on Poor Students' Academic Emotions in English Learning

作　　者：杨宪华[1] 徐淑燕[2] 

机构地区：[1]商洛学院人文社会科学系,中国726000 [2]商洛学院外语系

出　　处：《中国健康心理学杂志》2014年第5期764-766,共3页China Journal of Health Psychology

基　　金：陕西省教育厅科研计划项目(编号:2013JK0414);商洛学院科研项目(编号:13SKY020)

摘　　要：目的考察愉快等8种学业情绪的发展特点,为把握特殊群体学生学业情绪的变化规律提供实证依据。方法采用大学生学习情绪问卷中文修订版,对陕西某高校52名英语学差生进行4次追踪测量。结果①学业情绪随时间变化不显著（F≤2.03,P〉0.05）,总均值在2.05~3.84之间,变化幅度在0.07~0.34之间,变化曲线呈多样性;②男生（F≤1.76,P〉0.05）、女生（F≤0.95,P〉0.05）的学业情绪随时间变化不显著;女生的愉快、希望体验高于男生,男生的自豪及消极情绪体验高于女生;③农村（F≤2.57,P〉0.05）、城镇学生的学业情绪随时间变化不显著（F≤0.39,P〉0.05）;城镇与农村学生的希望体验相同,城镇学生自豪体验高于农村学生,农村学生愉快体验及消极情绪高于城镇学生。结论学业情绪在短期内随时间变化保持稳定。Objective To investigate the characteristic of 8 academic emotions,and supply empirical references for understanding the law of changes of special group students＇emotions. Methods A total of 52 students from one college of Shaanxi were surveyed longitudinally by using Chinese revised questionnaire of college students learning emotions. Results （1）There was no significant differences on academic emotions as the time changed（ F≤2.03, P 〉 0.05 ）, the mean values were in range of 2.05 ~ 3.84, amplitude of variation were in range of 0.07 ~ 0.34, and the changing curves showed the diversity ; （2）There was no significant differences of emotions within boys （ F≤ 1.76, P 〉 0.05 ） or girls （ F ≤ 0.95, P 〉 0.05 ） as the time changed; girls enjoyment and hope were higher than boys, but boys＇pride and negative emotions were higher than girls ; （3）There was no significant differences of emotions on rural students （ F ≤2.57, P 〉 0.05 ） or urban ones（ F≤0.39 ,P 〉 0.05 ） as the time changed;rural students enjoyment and negative emotions were higher than urban ones, their pride was lower than urban ones and the same to urban ones on hope. Conclusion Students＇academic emotions has relative stability in a short time.

关 键 词：学业情绪 时间变化 英语学差生 追踪研究 

分 类 号：B844.2[哲学宗教—发展与教育心理学]