学业成绩不良高职生的大学适应、学业情绪及学习倦怠对照研究  

Underachievement Students' University Adaptation,Academic Emotions and Learning Burnout

作　　者：高明[1] 

机构地区：[1]湖南商务职业技术学院,长沙410205

出　　处：《中国临床心理学杂志》2014年第4期699-701,共3页Chinese Journal of Clinical Psychology

摘　　要：目的:探讨学业成绩不良高职生与学业成绩优秀高职生在大学适应、学业情绪及学习倦怠方面的差异。方法:采用中国大学生适应量表、大学生学习倦怠问卷、一般学业情绪问卷对120名学业成绩优秀生、91名学业成绩不良生进行调查。结果:1学业成绩优秀生与学业成绩不良生在大学适应量表中的学习适应维度及择业适应维度差异极显著(P<0.01);2学业成绩优秀生与学业成绩不良生在一般学业情绪问卷中各维度均差异显著(P<0.05);3学业成绩优秀生与学业成绩不良生在学习倦怠问卷各维度均差异极显著(P<0.001);4 Logistic回归分析结果显示,情绪低落、学习适应、消极高唤醒、消极低唤醒学业情绪能够对学业成绩进行预测。结论:学业成绩不良生与学业成绩优秀生大学适应、一般学业情绪、学习倦怠差异显著。Objective： To investigate the differences in the colleage adaptation, academic emotions and learning burn- out in academic underachievement students with excellent academic achievements of students in Higher Vocational Colleg- es. Methods： 120 excellent grades students and 91 students with poor academic achievement were asked to complete the China College Student Adjustment Scale, General Academic Emotion Questionnaire, Learning Burnout Questionnaire. Resuits： （1）Learning adjustment dimension and career adjustment dimension of China CoUege Student Adjustment Scale are significantly different for excellent academic achievement students and academic underachievement students（P〈0.01）; （2） All dimensions of General Academic Emotion Questionnaire are significantly different for excellent academic achievement students and academic underachievement students（P〈0.05）; （3）Al1 dimensions of Learning Burnout Questionnaire are significantly different for excellent academic achievement students and academic underachievement students（P〈0.001）; （4）Logistic Regression analysis found that, depression, learning adaptation, negative high arousal emotions, negative low arousal emotions can predict academic achievement. Conclusion： Adjustment, academic emotion, Learning burnout are significantly different for excellent academic achievement students and academic underachievement students.

关 键 词：大学 适应 一般学业情绪 学习倦怠 学业成绩 

分 类 号：R395.6[哲学宗教—心理学]