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小学生学业情感的问卷编制与现状研讨

分享到: 本站编辑:admin 日期: 2010-06-03 22:19 点击:

【中文摘要】:

【中文摘要】学业情感是指在学习入程中,与学生的学业活动和学业成就相关的各种情感体验,包括高兴、厌倦、失望、焦急等。已有研讨主要针对青少年和大学生的学业情感,目前没有针对小学生的学业情感研讨,因此本研讨以小学生作为研讨对象,编制了具有较好信效度的《小学生学业情感问卷》,该问卷有积极高唤醒、积极低唤醒、消极高唤醒、消极低唤醒四个维度。本研讨分离对上海地域四所小学的二、三、四、五年级学生和学业不良学生入行学业情感的测量,结果表明:(1)小学生在学业情感上不存在显明的性别差异。(2)小学生在学业情感上存在显明的年级差异,二年级学生体验到的积极学业情感显明高于其他各年级,四、五年级学生体验到的消极学业情感显明高于二、三年级。(3)社会评价好的小学的学生能体验到更多的积极学业情感,社会评价好和社会评价一般学校的学生体验到的消极情感无显明差异。(4)学业不良的小学生体验到了更多的消极情感,体验到较少的积极情感;学业不良的小学生与学业一般小学生在学业情感上的差异主要体现在二、三年级,在四、五年级上并不显明;在学业不良群体中存在显明的性别差异,学业不良的女生体验到更多的消极情感和较少的积极情感;二年级学业不良学生体验到的希望情感显明高于五年级不良学生体验到的希望情感;四、五年级学业不良的学生相对于同年级学业一般的学生体验到更多的消极情感,如讨厌和失望,体验到较少的积极情感,如放松。在此基本上,针对四年级学生的消极学业情感铺开了一系列集团辅导,前后测结果显示,集团辅导收效良好。本研讨在剖析小学生学业情感的特色和学业不良小学生学业情感的特色的基本上,还对学业情感辅导提供了一些建议和设想,为实践工作提供参考望法,也为今后这方面的研讨提供一些资料。');
【Abstract】 Academic emotions refer to students’achievement emotions experienced in school or university settings. The domain of academic emotions covers not only students’achievement emotions relating to success and failure but also emotions relating to the process of studying. According to valence and arousal dimensions, academic emotions include positive - high arousal emotions, positive - low arousal emotions, negative - high arousal emotions and negative - low arousal emotions. An effective academic emotions questionnaire was developed basing on theoretical considerations and interview results of pupils in Shanghai.Through surveying pupils in Shanghai, the study explored the characteristics of academic emotions of pupils. First, significant effects of gender in pupils were not found. Second, significant effects of grade in pupils were found. And pupils in grade 2 had more positive academic emotions and less negative academic emotions than the ones in other grades, pupils in grade 4 and 5 had more negative academic emotions and less positive academic emotions than the ones in grade 2 and 3. Third, pupils in good school had more positive academic emotions than the ones in common schools; but there were no differences in negative academic emotions they experienced. Fourth, boys with learning disabilities had more positive academic emotions and less negative academic emotions than girls with learning disabilities. There were differences in academic emotions between students with learning disabilities and normal students in grade 2 and 3. The pupils with learning disabilities in grade 2 experienced more hope than the ones in grade 5. Pupils with learning disabilities in grade 4 and 5 had more negative academic emotions than the normal students in the same grade, such as hate and disappointment, and they experienced less positive academic emotions than the normal students in the same grade, such as relief.According to result, I started a series of group counseling for the negative academic emotion of the fourth grade students, results showed that counseling worked well.Based on the analysis of the characteristics and influence factors of academic emotions,some suggestions were given, which may help teachers in practice and be also served as reference to other researches in this field.

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本文TAGS: 现状 研讨 编制 问卷 情感 小学生 学业 emotions

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