【摘要】：初中生的身心發(fā)展不平衡,加上學(xué)業(yè)壓力,容易受到消極學(xué)業(yè)情緒的影響。本研究從家庭教養(yǎng)方式的角度出發(fā),探討學(xué)業(yè)情緒的影響因素。已有研究表明父母的教養(yǎng)方式對(duì)學(xué)業(yè)情緒會(huì)產(chǎn)生一定的影響,但具體的影響過(guò)程并不清楚。而學(xué)業(yè)自我效能感是自我效能感在學(xué)業(yè)領(lǐng)域的具體化,它不僅與學(xué)業(yè)情緒聯(lián)系緊密,并且受到家庭教養(yǎng)方式的影響,它們?nèi)咧g的關(guān)系也是本研究的重點(diǎn)所在。學(xué)業(yè)情緒是指與學(xué)生的學(xué)業(yè)活動(dòng)有直接關(guān)系的各種情緒。父母教養(yǎng)方式則指父母在教育子女過(guò)程中的方式方法,而學(xué)業(yè)自我效能感則為學(xué)生對(duì)于自身學(xué)習(xí)能力的主觀判斷。本研究通過(guò)問(wèn)卷測(cè)量的方式,采用父母教養(yǎng)方式問(wèn)卷、學(xué)業(yè)自我效能感問(wèn)卷和學(xué)業(yè)情緒問(wèn)卷,對(duì)保定市某中學(xué)初中一、二、三年級(jí)共443名學(xué)生進(jìn)行集中施測(cè)。采用SPSS統(tǒng)計(jì)軟件對(duì)數(shù)據(jù)進(jìn)行描述性分析、差異性分析、相關(guān)分析與回歸分析,得出以下結(jié)論:1.父母情感溫暖與積極的學(xué)業(yè)情緒呈顯著正相關(guān),與消極的學(xué)業(yè)情緒呈顯著負(fù)相關(guān)。父母情感溫暖與學(xué)業(yè)自我效能感呈顯著正相關(guān)。學(xué)業(yè)自我效能感與積極的學(xué)業(yè)情緒呈顯著正相關(guān),與消極學(xué)業(yè)情緒呈顯著負(fù)相關(guān)。2.父母教養(yǎng)方式對(duì)學(xué)業(yè)情緒的影響顯著,父母情感溫暖能正向預(yù)測(cè)積極學(xué)業(yè)情緒。3.學(xué)業(yè)自我效能感對(duì)積極學(xué)業(yè)情緒有正向預(yù)測(cè)作用,對(duì)消極學(xué)業(yè)情緒有負(fù)向預(yù)測(cè)作用。4.父母情感溫暖對(duì)學(xué)業(yè)自我效能感有顯著正向預(yù)測(cè)作用。5.學(xué)業(yè)自我效能感在父母教養(yǎng)方式和學(xué)業(yè)情緒之間起中介作用。
[Abstract]:The imbalance of physical and mental development of junior high school students, coupled with academic pressure, is easily affected by negative academic emotions. From the perspective of family rearing style, this study explores the influencing factors of academic emotion. Previous studies have shown that parental rearing styles have a certain impact on academic emotions, but the specific process is not clear. Academic self-efficacy is the embodiment of self-efficacy in academic field. It is not only closely related to academic emotion but also influenced by family rearing style. The relationship between them is also the focus of this study. Academic emotion refers to a variety of emotions directly related to students' academic activities. The parental rearing style refers to the ways and means of parents in the process of educating their children, while the sense of academic self-efficacy is the subjective judgment of students' learning ability. In this study, 443 students in grade one, two and three of a middle school in Baoding City were tested by the questionnaire of parental rearing style, academic self-efficacy questionnaire and academic emotion questionnaire. Using SPSS statistical software for descriptive analysis, difference analysis, correlation analysis and regression analysis, the following conclusion: 1. 1. There was a significant positive correlation between parents' emotional warmth and positive academic emotion, and a significant negative correlation with negative academic emotion. There was a significant positive correlation between parental emotional warmth and academic self-efficacy. Academic self-efficacy was positively correlated with positive academic emotion and negatively correlated with negative academic emotion. Parental rearing style has a significant effect on academic emotion, and parental emotional warmth can positively predict positive academic emotion. Academic self-efficacy has positive predictive effect on positive academic emotion and negative predictive effect on negative academic emotion. 4. Parental emotional warmth has a significant positive predictive effect on academic self-efficacy. 5. Academic self-efficacy plays an intermediary role between parental rearing style and academic emotion.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G442

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 高峰;董好葉;張琳琳;;初中生家庭教養(yǎng)方式與自我效能感相關(guān)研究[J];牡丹江師范學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2015年03期

2 俞國(guó)良;朱琳;董妍;;青少年學(xué)業(yè)情緒:基于家庭微系統(tǒng)視角的探索[J];湖州師范學(xué)院學(xué)報(bào);2014年06期

3 劉影;劉佳佳;張擴(kuò)滕;龔少英;;初中生學(xué)業(yè)歸因方式、學(xué)業(yè)情緒與心理健康[J];中國(guó)健康心理學(xué)雜志;2014年05期

4 李潔;宋尚桂;;大學(xué)生學(xué)業(yè)自我效能感、學(xué)業(yè)情緒與學(xué)習(xí)適應(yīng)性[J];中國(guó)健康心理學(xué)雜志;2013年09期

5 張玉;何成森;呂曉萍;;初中生學(xué)業(yè)情緒相關(guān)因素分析[J];中國(guó)健康心理學(xué)雜志;2011年12期

6 董妍;俞國(guó)良;;青少年學(xué)業(yè)情緒對(duì)學(xué)業(yè)成就的影響[J];心理科學(xué);2010年04期

7 方拴鋒;經(jīng)承學(xué);王琳琳;;獨(dú)生子女與非獨(dú)生子女心理健康狀況分析[J];臨床合理用藥雜志;2010年10期

8 蔣獎(jiǎng);魯崢嶸;蔣傼菁;許燕;;簡(jiǎn)式父母教養(yǎng)方式問(wèn)卷中文版的初步修訂[J];心理發(fā)展與教育;2010年01期

9 羅樂(lè);魯朋舉;余林;;學(xué)業(yè)情緒及其相關(guān)研究[J];教育與教學(xué)研究;2009年06期

10 李玲;;大學(xué)生學(xué)業(yè)自我效能感與應(yīng)對(duì)方式的關(guān)系研究[J];中國(guó)農(nóng)業(yè)教育;2009年03期

相關(guān)博士學(xué)位論文 前1條

1 邊玉芳;學(xué)習(xí)自我效能感量表的編制與應(yīng)用[D];華東師范大學(xué);2003年

相關(guān)碩士學(xué)位論文 前8條

1 莊桂芳;中職生學(xué)業(yè)自我效能感、學(xué)業(yè)情緒及心理健康之間的關(guān)系研究[D];華中師范大學(xué);2015年

2 黃鳳;初中生學(xué)習(xí)倦怠與發(fā)展資源、學(xué)業(yè)自我效能感的關(guān)系[D];山東師范大學(xué);2014年

3 王鑫;教師差別行為與中學(xué)生學(xué)業(yè)情緒、學(xué)業(yè)成績(jī)的關(guān)系[D];陜西師范大學(xué);2012年

4 黃靜;初中生數(shù)學(xué)學(xué)習(xí)興趣、自我效能感、學(xué)業(yè)情緒與數(shù)學(xué)學(xué)業(yè)成績(jī)的關(guān)系研究[D];四川師范大學(xué);2012年

5 謝慧;初中生英語(yǔ)學(xué)習(xí)中學(xué)業(yè)自我效能感的成分及影響因素研究[D];華中師范大學(xué);2010年

6 錢(qián)珍;初中生父母教養(yǎng)方式、學(xué)業(yè)歸因、學(xué)業(yè)自我效能感與學(xué)業(yè)成績(jī)的關(guān)系研究[D];華中師范大學(xué);2008年

7 岑萃;中學(xué)生學(xué)業(yè)自我效能感的發(fā)展特點(diǎn)及其與學(xué)業(yè)成績(jī)、父母教養(yǎng)方式的相關(guān)研究[D];西南師范大學(xué);2005年

8 梁宇頌;大學(xué)生成就目標(biāo)、歸因方式與學(xué)業(yè)自我效能感的研究[D];華中師范大學(xué);2000年

，

本文編號(hào)：2217078