發(fā)布時間：2019-05-28 09:25

【摘要】：學業(yè)情緒是指各種與學習相關的情緒體驗,它對學生的學業(yè)成績、心理健康和生活質量都將產生重要的影響。高職院校學生作為一個特殊群體,近年來隨著社會需求的提升,就讀的學生人數(shù)也在逐年增加。受社會偏見的影響,很多就讀高職院校的學生在整個學業(yè)中會出現(xiàn)不同程度的負面學業(yè)情緒。所有的負面情緒都會對學生的精神健康和學習成長造成負面影響。近幾年,民辦高職生學業(yè)情緒成為關注的熱點。本研究選取3所民辦高職學校500名學生為研究對象,采用問卷調查法,對民辦高職生感知到的教師支持(以下簡稱教師支持)與學業(yè)情緒之間的關系進行了深入研究。結果顯示:(1)高職生學業(yè)情緒的特點分析顯示,男生對于消極低喚醒情緒的體驗明顯高于女生。學業(yè)情緒11個維度從弱到強依次為:快樂、頹廢、自豪、放松、麻木、苦惱、滿足、厭倦、迷茫、焦慮、后悔。綜合分析得出,高職院校學生有著較為豐富的學業(yè)情緒,其消極情緒體驗明顯強于積極情緒。(2)在學業(yè)情緒的維度分析中,頹廢、麻木存在著明顯的性別差異。主要表現(xiàn)為,男生在這兩個維度上的成績明顯高于女生,男女生在其它維度上的表現(xiàn)大致相同。(3)快樂、焦慮、后悔、頹廢、迷茫、麻木、厭倦、苦惱維度上存在顯著的年級差異。大一高職生的快樂水平顯著低于大二、大三;大二高職生的焦慮、頹廢水平顯著低于大三;大三高職生的后悔、迷茫水平顯著高于大一、大二;大二高職生的麻木、苦惱、厭倦水平顯著低于大一、大三。(4)教師支持與學業(yè)情緒的相關分析結果可以看出,學習支持、情感支持、教師支持總分都與滿足、快樂呈正相關;學習支持、能力支持、情感支持、教師支持總分與放松、自豪呈正相關,學習支持與頹廢呈負相關;學習支持、能力支持、情感支持、教師支持總分與迷茫、厭倦呈負相關;學習支持、情感支持、教師支持總分與麻木呈負相關;學習支持、教師支持總分與苦惱呈負相關。另外,學習支持、能力支持、情感支持以及教師支持總分均與積極高喚醒、積極低喚醒的學業(yè)情緒顯著正相關;學習支持、情感支持以及教師支持總分均與消極低喚醒的學業(yè)情緒顯著負相關。(5)從教師支持對學生學業(yè)情緒的回歸分析可以看出,學習支持、能力支持和情感支持可解釋積極高喚醒學業(yè)情緒總變異的15%;學習支持、能力支持可解釋積極低喚醒學業(yè)情緒總變異的10%;學習支持、情感支持均可解釋消極低喚醒總變異的8%。
[Abstract]:Academic emotion refers to all kinds of emotional experiences related to learning, which will have an important impact on students' academic performance, mental health and quality of life. As a special group, the number of students in higher vocational colleges is increasing year by year with the improvement of social demand in recent years. Under the influence of social prejudice, many students in higher vocational colleges will have different degrees of negative academic emotion in the whole study. All negative emotions have a negative impact on students' mental health and learning growth. In recent years, the academic emotion of private vocational students has become the focus of attention. In this study, 500 students from three private higher vocational schools were selected as the research objects, and the relationship between teacher support (hereinafter referred to as teacher support) and academic emotion of private vocational college students was studied by questionnaire. The results showed that: (1) the analysis of the characteristics of academic emotion of higher vocational students showed that the experience of negative low arousal emotion in boys was significantly higher than that in girls. The 11 dimensions of academic emotion from weak to strong are: happiness, decadence, pride, relaxation, numbness, distress, satisfaction, boredom, confusion, anxiety, regret. The comprehensive analysis shows that the students in higher vocational colleges have a rich academic emotion, and their negative emotional experience is obviously stronger than the positive emotion. (2) in the dimensional analysis of academic emotion, there are obvious gender differences in decadence and numbness. The main performance is that the performance of boys in these two dimensions is significantly higher than that of girls, and the performance of male and female students in other dimensions is about the same. (3) Happiness, anxiety, regret, decadence, confusion, numbness, boredom, There are significant grade differences in the dimension of distress. The level of happiness of freshmen is significantly lower than that of sophomores and sophomores, the anxiety and decadence level of sophomores are significantly lower than those of sophomores, and the level of regret and confusion of sophomores is significantly higher than that of freshmen and sophomores. The level of numbness, distress and boredom of sophomore vocational students is significantly lower than that of freshmen and freshmen. (4) the results of correlation analysis between teacher support and academic emotion show that the total scores of learning support, emotional support and teacher support are all satisfied. Happiness is positively correlated; The total scores of learning support, ability support, emotional support and teacher support were positively correlated with relaxation, pride and decadence, while learning support, ability support, emotional support and teacher support were negatively correlated with confusion and boredom, while learning support, ability support, emotional support and teacher support were negatively correlated with confusion and boredom, while learning support, ability support, emotional support and teacher support were negatively correlated with confusion and boredom. The total score of learning support, emotional support and teacher support was negatively correlated with numbness, while the total score of learning support and teacher support was negatively correlated with distress. In addition, learning support, ability support, emotional support and the total score of teacher support were positively correlated with the academic emotion of positive high arousal and positive low arousal. Learning support, emotional support and the total score of teacher support were negatively correlated with negative low arousal academic emotion. (5) from the regression analysis of teacher support to students' academic emotion, we can see that learning support, Ability support and emotional support can explain 15% of the total variation of positive and high awakening academic emotion. Learning support and ability support could explain 10% of the total variation of positive and low arousal academic emotion, while learning support and emotional support could explain 8% of the total variation of negative low arousal.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G712.0

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