摘要
本研究综合运用多种问卷,选取六年级与八年级被试共516人,考察儿童学业情绪的领域特殊性。结果表明:1)儿童学业情绪存在普遍的显著性学科差异;2)各学科学业情绪都存在比较普遍的性别差异和年级差异,男女生在各自的优势学科中表现出比较积极的情绪,六年级学生学业情绪优于八年级学生;3)在各个学科中,家庭支持对学业情绪的影响表现出比较强的一致性,家庭支持与积极性情绪存在显著性正向关系,家庭支持对消极性情绪存在较为复杂的影响机制。
Academic emotions refer to students＇ achievement emotions experienced in academic settings. Previous studies have suggested that students experience a rich diversity of emotions in academic settings and students＇ emotions are to a great extent domain-specific （Peknm, et al., 2002;Goetz , et al., 2006 ）. Although the question of domain specificity in children＇s academic emotions is relevant to theory, practice, and educational interventions, it has rarely been explicitly addressed in China. This study concerns the development of children＇s academic emotions and their antecedents （family variables） on a domainspecific point of view . The sample consisted of 516 sixth-graders and eighth-graders. A set of core school subjects was cbesen for our study. In the Chinese school system, sixth-graders are primary school pupils, their core subjects being mathematics, Chinese, and English while eighth-graders are junior high school students, their core subjects being mathematics, Chinese, English, and science. Data were collected at the beginning of the school year （October, 2009） by external test administrators using a set of self-report questionnaires. All questionnaires assessing emotions and their antecedents were specific to each core subject. They were： ① Academic Emotions Questionnaires, the adaptation of the reliable Academic Emotions Questionnaire which was developed by Dong Yan and Yu Guoliang（2007）. ② Academic Emotions Single-item Measures. Three representative emotions were chosen. They are enjoyment, anxiety, and boredom （ Goetz, et al. , 2006）. ③ Family Support Questionnaires. Family variables are main antecedents of academic emotions. Family support includes three variables： positive reinforcement of achievement, family esteem, and parents＇ helping behaviours. The ＇positive reinforcement of achievement ＇ and ＇ family esteem＇ in scales are each composed of one item. The ＇parental helping behaviours ＇ in scales is composed of 3 items. The response format in all
出处
《心理科学》
CSSCI
CSCD
北大核心
2011年第4期856-862,共7页
Journal of Psychological Science
基金
浙江省哲学社会科学规划课题(07CGJY016YB)的资助
关键词
学业情绪
领域特殊性
家庭支持
Academic Emotions, Domain Specificity, Family Support
