基础学科拔尖学生专业兴趣为何消退——基于情绪认知评价理论的分析  

Why Does Professional Interest Decline Among Top-Notch Students in Basic Disciplines--An Analysis Based on the Cognitive Appraisal Theory of Emotion

作　　者：朱德玲 郭仕豪 余秀兰[1] ZHU Deling;GUO Shihao;YU Xiulan

机构地区：[1]南京大学教育研究院,江苏南京210023

出　　处：《现代远程教育研究》2025年第2期73-82,共10页Modern Distance Education Research

基　　金：2023年度国家社会科学基金教育学一般项目“高校困难学生社会互动中情感能量的形成机制研究”(BIA230183)。

摘　　要：基础学科人才培养不仅对于实现科技自立自强、建设世界创新高地至关重要,同时也是落实人才强国战略的关键。然而,当前基础学科拔尖学生专业兴趣存在严重的消退现象。已有研究主要将其归因为外部培养环境的制约,忽视了个体认知与行动的作用。基于情绪认知评价理论,对16名基础学科拔尖学生进行深度访谈发现:拔尖学生专业兴趣经历期望落空期、功利承诺期、怠惰因循期以及专业逃离期四个阶段,在外在规范与内在诉求的冲突之中呈现出“渐进式”的消退特征。其中,基础学科专业价值祛魅、学术理性与现实的错位、创造性天赋不足以及高投入与低回报的冲突等多重消极评价,是基础学科拔尖学生专业兴趣消退的直接成因;学习方向迷失、学习动机异化等消极个体认知,以及对发展前景的悲观预期、高学业挑战引发的自我否定、有效支持阙如导致的抵触情绪等消极环境认知,是其专业兴趣消退的间接因素。鉴于此,高校应建立“多阶段、长周期”的兴趣追踪与潜能研判机制,以生涯辅导和心理咨询增强拔尖学生的自我认知与情感体验,科学设置个性化学习与指导服务路径,促使其将自我价值的实现融入基础学科研究中,提升基础学科拔尖学生专业学习的强大内驱力与求知旨趣。The cultivation of talents in basic disciplines is not only crucial to the realization of self-reliance in science and technology and the construction of the world innovation highland,but also serves as a key component in implementing the national strategy of building a strong talent force.However,there is currently a significant decline of top-notch students’professional interest in basic disciplines.Existing studies predominantly attribute this phenomenon to external constraints in the educational environment,overlooking the role of individual cognition and action.An analysis based on the Cognitive Appraisal Theory of Emotion,through in-depth interviews with 16 top-notch students in basic disciplines,reveals that their professional interest undergoes four distinct phases:the expectation-disillusionment phase,the instrumental commitment phase,the laziness and conformity phase,and the major disengagement phase.This gradual decline pattern emerges from the tension between external institutional norms and their internal aspirations.Specifically,the direct causes of declining professional interest in basic disciplines stem from multiple negative appraisals,including the disenchantment with disciplinary value,the misalignment between academic ideals and realities,insufficient creative aptitude,and the conflict between high investment and low returns.And indirect contributing factors involve negative individual cognitions—such as a loss of academic direction and the distortion of learning motivation—coupled with pessimistic environmental cognitions encompassing bleak career prospects,self-doubt triggered by excessive academic demands,and resistance arising from inadequate institutional support.In light of these findings,universities should establish multi-phase and longitudinal tracking mechanisms to monitor students’professional interest and assess intellectual potential.By enhancing career counseling and psychological support,universities can strengthen top students’self-awareness and emotional well-being.

关 键 词：基础学科 拔尖创新人才 专业兴趣 认知评价 情绪认知评价理论 

分 类 号：G642[文化科学—高等教育学]