摘要
以1352名初一至高三学生为被试,采用问卷调查法,考察了中学生学习乐观及学习乐观对学业情绪的影响。结果发现:绝大多数中学生对学习持乐观态度;10.58%的中学生学习不乐观,29.07%的中学生失败态度不乐观;不同年级中学生在学习期望乐观、学习效能乐观和学习乐观总分上存在显著差异;中学生学习乐观显著影响其学业情绪。在此基础上,本文提出了增强中学生学习乐观的三项策略:引导学生进行正确的归因;鼓励学生采用积极的应对策略;提高学生的学习自我效能感。
This study,by using a questionnaire to survey 1352 secondary school students,aims to explore secondary school students’ learning optimism and its effect on their academic emotions. The results show the following: most of the students surveyed have an optimistic attitude towards their learning; 10.58% and 29. 07% of them have no optimistic attitude towards their learning and failure,respectively;there is a significant grade difference in their optimism about learning expectations and learning effectiveness,as well as the overall scores of their learning optimism; and their learning optimism has a significant effect on their academic emotions. In conclusion,this study puts forward three strategies for the improvement of secondary school students’ learning optimism: leading them into correct attribution,encouraging them to adopt positive strategies,and helping them to increase their learning self-efficacy.
出处
《中国特殊教育》
CSSCI
北大核心
2014年第5期76-80,共5页
Chinese Journal of Special Education
基金
中国教育科学研究院2012年度基本科研业务费专项基金"城乡中学生学习价值观调查研究"(课题批准号:GY2012XDY23)成果
关键词
中学生
学习乐观
学业情绪
secondary school student learning optimism academic emotion