学业情绪在成就目标与学业求助间的中介作用  

Mediating effect of academic emotions between achievement goals and academic help-seeking

作　　者：杨宪华 李静静 徐淑燕 金敏 彭虎军 YANG Xianhua;LI Jingjing;XU Shuyan;JIN Min;PENG Hujun(College of Health Management of Shangluo University,Shangluo 726000,China;Shangluo Intelligent Psychology Research and Service Center;College of the Humanities of Shangluo University)

机构地区：[1]商洛学院健康管理学院,726000 [2]商洛智慧心理研究与服务中心 [3]商洛学院人文学院

出　　处：《中国健康心理学杂志》2023年第1期156-160,共5页China Journal of Health Psychology

基　　金：陕西省教育科学“十四五”规划课题(编号:SGH21H233);陕西省高校数字心理创新教育重点研究项目(编号:2022B022);商洛文化暨贾平凹研究中心开放课题(编号:21SLWH08);商洛学院教育教学改革项目(编号:22jyjx129)。

摘　　要：目的:探讨学业情绪在成就目标与学业求助关系间的中介作用。方法:采用成就目标量表、学业情绪量表、学业求助量表对215名初中生进行调查。结果:不同性别学生在消极学业情绪(t=2.292,P<0.05)、教师工具性求助(t=3.039,P<0.05)维度上存在显著差异,不同年级学生在趋近目标(F=8.767,P<0.001)、积极学业情绪(F=7.635,P<0.001)、执行性求助(F=10.288,P<0.001)、回避性求助(F=10.918,P<0.001)、工具性求助(F=8.016,P<0.001)维度上存在极显著差异。趋近目标、积极学业情绪与执行性求助、回避性求助呈显著负相关(P<0.05),与工具性求助存在显著正相关(P<0.001);回避目标、消极学业情绪与执行性求助存在显著正相关(P<0.05),消极学业情绪与回避性求助存在显著正相关(P<0.001)而与工具性求助存在显著负相关(P<0.001)。消极学业情绪、趋近目标、回避目标能共同预测执行性求助和回避性求助(P<0.05),积极学业情绪、趋近目标、消极学业情绪能共同预测工具性求助(P<0.05)。积极学业情绪在趋近目标与工具性求助(教师)和工具性求助(学生)之间起部分中介作用,中介效应占总效应的比例分别为41.6%和35.5%;消极学业情绪在回避目标和执行性求助之间起完全中介作用。结论:积极学业情绪在成就目标与学业求助间起部分中介作用,消极学业情绪在成就目标和学业求助间起完全中介作用。Objective:To explore the mediating effect of academic emotions between achievement goals and academic help-seeking.Methods:A total of 215 junior middle school students completed Achievement Goals Scale, Academic Emotions Scale and Academic Help-Seeking Scale.Results:Results: Correlation analysis showed approach goals, positive academic emotions were both significantly and negatively correlated with executive help-seeking and avoidance help-seeking, but were both significantly and positively correlated with instrumental help-seeking;avoidance goals, negative academic emotions were both significantly and positively correlated with executive help-seeking, negative academic emotions were significantly and positively correlated with avoidance help-seeking but negatively correlated with instrumental help-seeking.Regression analysis found that, negative academic emotions, approach goals and avoidance goals predicted executive help-seeking and avoidance help-seeking;positive academic emotions, approach goals and negative academic emotions predicted instrumental help-seeking.Positive academic emotions played a partial mediating role between approach goals and instrumental help-seeking of teacher or students, mediating effects of the total effect ratio were 41.6% and 35.5%;negative academic emotions played perfect mediating role between avoidance goals and executive help-seeking.Conclusion:Positive academic emotions plays a partial mediating role between achievement goals and academic help-seeking, negative academic emotions plays perfect mediating role between achievement goals and academic help-seeking.

关 键 词：成就目标 学业求助 学业情绪 初中生 

分 类 号：R395.9[哲学宗教—心理学]