小学生阅读能力对学业情绪的影响:学业效能感的中介作用  

Effects of pupils’reading ability on academic emotions:mediating role of academic self-efficacy

作　　者：贾洁盈 侯金芹[3] 何筱荷 吕美娟 翁丽娟 陈祉妍[1] JIA Jieying;HOU Jinqin;HE Xiaohe;LÜMeijuan;WENG Lijuan;CHEN Zhiyan(Key Laboratory of Mental Health,Institute of Psychology,Chinese Academy of Sciences,Beijing 100101,China;Department of Psychology,University of Chinese Academy of Sciences,Beijing 100049,China;Institute of Moral Education,Psychology,and Spedcial Education,National Institute of Education Sciences,Beijing 100088,China)

机构地区：[1]中国科学院心理研究所,中国科学院心理健康重点实验室,北京100101 [2]中国科学院大学心理学系,北京100049 [3]中国教育科学研究院德育与心理特教研究所,北京100088

出　　处：《教育生物学杂志》2022年第3期212-217,共6页Journal of Bio-education

摘　　要：目的探讨小学生阅读能力、学业效能感与学业情绪的关系。方法采用小学语文阅读能力测评量表、小学生学业情绪问卷和学业效能感量表,对343名三至五年级的小学生进行了历时3个月的追踪研究。结果小学生阅读能力可以显著预测学业情绪的积极高唤醒和消极低唤醒维度;学业效能感在阅读能力与学业情绪消极低唤醒之间起部分中介作用,在阅读能力与积极高唤醒之间起跨时间点的中介作用。结论小学生阅读能力可以通过学业效能感影响学业情绪。Objective To explore the relationships among reading ability,academic self-efficacy,and academic emotions in primary school students.Methods A total of 343 pupils in grade three to five were measured for 3 months by using primary scholar Chinese reading ability scale,children academic emotions questionnaire,and academic self-efficacy scale.Results Reading ability significantly predicted two dimensions of academic emotions(positive-high arousal emotions and negative-low arousal emotions).Academic self-efficacy played a part mediating role in the relationship between reading ability and negative-low arousal emotions.Academic self-efficacy could influence positive-high arousal emotions via academic self-efficacy across time point(T 1 to T 2).Conclusion Reading ability influenced academic emotions through academic self-efficacy.

关 键 词：阅读能力 学业情绪 学业效能感 

分 类 号：G442[哲学宗教—心理学] G623.23[哲学宗教—发展与教育心理学]