学业情绪对听障学生学习投入的影响:成就目标定向的中介作用  

The Effect of Achievement Emotions on the Learning Engagement of Students with Hearing Impairment:The Mediating Role of Achievement Goal Orientation

作　　者：刘在花[1] LIU Zaihua(Department of Psychology and Special Education,China National Academy of Educational Sciences,Beijing,100088)

机构地区：[1]中国教育科学研究院心理与特殊教育研究所,北京100088

出　　处：《中国特殊教育》2023年第5期49-57,共9页Chinese Journal of Special Education

基　　金：中国教育科学研究院中央级公益性科研院所基本科研业务费专项资助“后疫情时代听障学生心理健康现状与对策研究”(课题批准号:GYZ2023019)的成果。

摘　　要：学习投入是学习过程的重要观测指标,能够预测学生的学业成就,是学生学业成功的关键因素,是衡量学生学习质量和教育质量的重要指标。以456名3~9年级听障学生为被试,采用问卷调查法考察了听障学生学业情绪现状以及学业情绪、成就目标定向与学习投入之间的关系。结果发现:听障学生学业情绪整体上良好;掌握趋近目标在听障学生积极学业情绪对学习投入的影响中发挥正向的中介作用;成绩趋近目标在听障学生积极学业情绪对学习投入的影响中发挥正向的中介作用;掌握回避目标在听障学生积极学业情绪对学习投入的影响中发挥负向的中介作用。Learning engagement is an important indicator of the learning process,which can predict students'academic achievement,is a key factor in students'academic success,and an important indicator of students'learning quality and education quality.In order to explore the current situation of academic emotions as well as the relationship between their academic emotions,achievement goal orientation and learning engagement,we made a questionnaire survey of 456 students with hearing impairment from grade 3 to 9.The results showed that overall students with hearing impairment demonstrated good academic emotions.The mastery goal played a positive and significant mediating role in the influence of positive academic emotions on learning engagement;the achievement goal partially played a positive and significant mediating role in the influence of positive academic emotions on the learning engagement of students with hearing impairment.The mastery of avoidance goals played a negative and significant partially mediating role in the effect of positive academic emotions on leaning engagement of students with hearing impairment.

关 键 词：听障学生 学业情绪 成就目标定向 学习投入 

分 类 号：G762[文化科学—特殊教育学]