分类号（宋体小三加黑） 密级 U D C 编号

本科毕业论文（设计）

题 目 大学生学业情绪特点 及其与学业适应关系 院 （系） 城市与环境科学学院 专 业 地理科学 年 级 08级 学生姓名 公茂蓬 学 号 2008210049 指导教师 熊俊梅

二○ 一二 年 四 月 华中师范大学 目 录 内容摘要„„„„„„„„„„„„„„„„„„„„„„„„„„1 关 键 词„„„„„„„„„„„„„„„„„„„„„„„„„„1 Abstract„„„„„„„„„„„„„„„„„„„„„„„„„„1 Key Words „„„„„„„„„„„„„„„„„„„„„„„„„2 1．前言„„„„„„„„„„„„„„„„„„„„„„„„„„3 1.1研究背景„„„„„„„„„„„„„„„„„„„„„„3 1.2研究目的„„„„„„„„„„„„„„„„„„„„„„3 1.3研究意义„„„„„„„„„„„„„„„„„„„„„„4 2．文献综述„„„„„„„„„„„„„„„„„„„„„„„„5 2.1学业情绪„„„„„„„„„„„„„„„„„„„„„„5 2.2学业情绪的测量„„„„„„„„„„„„„„„„„„„7 2.3学业情绪对学生的影响及影响学业情绪的因素„„„„„„7 2.4学业适应„„„„„„„„„„„„„„„„„„„„„„8 2.5文献总结„„„„„„„„„„„„„„„„„„„„„„8 3．研究方法„„„„„„„„„„„„„„„„„„„„„„„„10 3.1被试„„„„„„„„„„„„„„„„„„„„„„„„10 3.2测量工具„„„„„„„„„„„„„„„„„„„„„„10 3.3研究程序„„„„„„„„„„„„„„„„„„„„„„10 4．结果分析„„„„„„„„„„„„„„„„„„„„„„„„11 4.1大学生学业情绪得分情况„„„„„„„„„„„„„„„11 4.2大学生学业情绪各维度与学业适应的相关分析„„„„„„12 5．讨论„„„„„„„„„„„„„„„„„„„„„„„„„„13 5.1大学生学业情绪所呈现的总体特征„„„„„„„„„„„13 5.2大学生学业情绪所呈现的年级特点„„„„„„„„„„„13 5.3大学生学业情绪所呈现的专业特点„„„„„„„„„„„13 5.4大学生学业情绪所呈现的性别特点„„„„„„„„„„„14 5.5大学生学业情绪与学业适应„„„„„„„„„„„„„„14 6．结论„„„„„„„„„„„„„„„„„„„„„„„„„„15 参考文献„„„„„„„„„„„„„„„„„„„„„„„„„ 16 致 谢„„„„„„„„„„„„„„„„„„„„„„„„„„„18 附 录„„„„„„„„„„„„„„„„„„„„„„„„„„„19 1 内容摘要：学业情绪表示那些在教学与学习过程中，与学生学业活动相关的各种情绪体验。作为一种与教学和学习关系密切的非智力因素，学业情绪影响着学生日常的各种学业活动，并在学生的发展与成长过程中发挥着较为重要的作用。很多研究者认为，积极地学业情绪是学生学业活动顺利进行的重要保证。 本研究结合国内外已有的对于学业情绪的研究，选取200多名在校大学生作为研究对象，采用自制的大学生学业情绪及学业适应问卷作为研究工具，进行问卷调查，并且利用多元素方差分析，相关分析等统计学方法，对在校大学生的学业情绪结构特点，以及学业情绪与学业适应之间的关系进行较为深入的分析研究。研究结果表明，大学生所体验到的学业情绪由多到少依次为：焦虑，厌烦，放松，自豪，希望，失望，愉快，羞愧，兴趣，气愤；学业情绪有积极、消极之分，并呈现出年级、专业、性别等方面的差异。大学生学业情绪各维度与学业适应之间存在明显的相关性，也就是说，大学生所体验到的不同的学业情绪将影响到其学业适应情况。 关键词：学业情绪；学业适应；大学生

Abstract： Academic emotions are the emotional experience that you have in the process of teaching and learning. As a non-intellectual factor, the academic emotions play a more and more important role in the students’ growth and development. Nowadays, many scholars believe that effective study depends on the interactions of cognition, emotions and motivations. An academic emotions and academic adjustment questionnaire was developed based on the previous studies at home and abroad for academic emotions. Through surveying more than 200 college students, our study explored the characteristics of academic emotions of college students and the relationship between academic emotions and academic adjustment. The result show that college students’ academic emotions include enjoyment, hope, pride, relief, anger, anxiety, shame, anger, anxiety, shame and interest. And academic emotions can be classified as positive emotions and negative emotions, what’s more, academic emotions are related to grade, major and gender. A hierarchical regression analysis was processed to examine the additional contribution of academic emotions in improving academic adjustment. The result indicated that the positive emotions were positive predictors of 2

academic adjustment and the negative emotions were negative predictors of it. Key words：academic emotions; academic adjustment; college students

1 前 言 1.1 研究背景 情绪是一种非常复杂的心理现象，它是伴随着个体的意识和认知而形成的一种对外界事物的心理态度。作为一种心理活动，情绪包括情绪行为，情绪体验和对刺激物的反应等等一系列复杂的成分。情绪对人类的学习活动以及个人的心理健康情况都会产生比较大的影响。 学业情绪（academic emotions）这一概念最早由Pekrun等人（2002）首次提出。其基本概念被定义为：学业情绪表示那些在教学与学习过程中, 与学生学业活动相关的各种情绪体验。比如说在学习过程中感受到的兴奋感，获得成功之后所产生的自豪感或者由于备考、考试而产生的焦虑感等等。学业情绪不仅仅是指学生在学业成功或者学业失利后的情绪体验，同时它还包括学生在学校大环境中经历的所有与学业成就有关的情绪。 作为一种与教学和学习紧密相关的非智力因素，大学生学业情绪影响着大学生日常的各种学业活动，并在大学生的成长与发展过程中发挥着较为重要的作用。早在学业情绪概念提出之前，国外便有学者对这一问题做过研究。1998年美国教育联合会召开了以“情绪在学生学习与成就中的作用”为主题的学术年会，这次年会使研究者对“情绪在学习中的作用”这一问题产生了浓厚兴趣，并在之后开展了一系列的研究。国内对学业情绪的研究相对来说起步较晚，于2002年才开始相关问题的研究。 近年来，学业情绪逐步成为心理学领域和教育学领域的研究热点，但总体来说，对这一问题的研究多数停留在理论研究层次上，对实践方面的研究相对较少，并且大部分研究都集中于对消极学业情绪的研究。而伴随着国内外对学业情绪研究的逐渐深入，积极地学业情绪开始逐渐被注意，于是怎样培养积极的学业情绪也开始越来越受关注。学业情绪与学业适应（academic adjustment）之间存在相互影响，学业情绪对学 3

业适应情况具有预测作用，而学业适应情况对学业情绪会产生回馈。这就使得研究者更加的重视对学业情绪所起作用的研究。 1.2 研究目的

本文的研究旨在从在校大学生的实际情况出发，利用参考相关资料编制的一份可以有效测量大学生学业情绪及学业适应情况的调查问卷，并以此问卷作为研究工具，利用调查问卷法，结合统计学方法，探究大学生学业情绪的结构特点，同时研究大学生学业情绪与学业适应之间的关系。

1.3 研究意义 学业情绪作为一种与学生学业活动密切相关的情绪体验，不论其是正性的还是负性的，积极的还是消极的，其对学生的学习、学业成就、考试状况以及其他方面的活动所产生的作用都不容忽视。从国内外以往的研究成果来看，大多数有关学业情绪的研究都主要集中在负性情绪上，例如学生的考试焦虑、临考紧张情绪等等。但值得注意的一点是，在我们人类所体验到的情绪中，正性情绪及负性情绪都是存在的，而且各自都发挥着不同的效力。并且这两种性质的情绪在学业活动中所起的作用都不可忽视。因此调查研究大学生的学业情绪状况及其与学业适应的关系具有非常重要的意义，主要表现在以下几方面： （1）本研究探究大学生学业情绪的结构特点，可以使大学生学业情绪的研究得到丰富和深化。 （2）有助于引起更多研究者以及教育工作者对学业情绪的重视。 （3）有助于为增进和改善大学生学业情绪提供一定量的理论上的参考。 （4）本研究考察了大学生学业情绪与学业适应之间的关系，为这一问题的进一步研究提供了一定的理论方面的支持。 （5）本研究所得结论对教学活动具有较好的实践指导意义，教师可以根据学生的学业情绪状况来计划和调整教学安排。