中专生学业情绪及其与学业自我效能感的关系

目的 考察中专生学业情绪特点及其与学业自我效能感的关系.方法 以352名中专生作为调查对象,采用学业情绪问卷和学业自我效能感问卷进行测查,并进行多元方差分析、相关分析和回归分析.结果 中专女生在高兴、积极高唤醒学业情绪总分、焦虑、生气、消极高唤醒学业情绪总分和沮丧上得分分别:(27.88±3.84)分、(59.33±7.98)分、(24.77±5.03)分、(18.03±3.37)分、(57.48±10.49)分、(18.14±3.65)分]高于男生分别:(26.41±4.55)分、(57.46±9.20)分、(22.38±5.71)分、(17.01±3.91)分、(53.45±11.76)分、(16.07±3.94)分],差异具有显著性(P<0.05);不同年级中专生学业情绪差异无显著性(F-(1,348)=1.275,P=0.226),性别与年级的交互作用也差异无显著性(F-(1,348)=1.057,P=0.397);学业情绪与学业自我效能感存在相关(r=-0.513～0.685);回归分析表明,学业自我效能感对学业情绪具有显著的预测作用(β=-0.631～0.462,P<0.01).结论 中专男女生学业情绪存在差异,学业自我效能感与学业情绪关系密切.

Academic emotions and Its relationship with academic self-efficacy among secondary special school students

Objective To examine the academic emotions and its relationship with academic self-efficacy among secondary special school students. Methods 352 secondary special school students were collected as the subjects.All subjects were tested with academic emotions questionnaire and academic self-efficacy questionnaire and analyzed the result of the test by multivariate analysis of variance,correlation analysis and linear regression analysis. Results Scores on enjoyment,anxiety,anger,depression,total scores on positive-high arousal academic emotions and negative-high arousal academic emotions of secondary special school girls(27.88±3.84,24.77±5.03,18.03±3.37,18.14±3.65,59.33±7.98,57.48±10.49,respectively)were higher than those of boys(26.41±4.55,22.38±5.71,17.01±3.91,16.07±3.94,57.46±9.20,53.45±11.76,respectively),(P<0.05).The academic emotions' differences among different grades of secondary special school students were not significant(F-(1,348)=1.275,P=0.226).The interaction of gender and grade on academic emotions was not significant(F-(1,348)=1.057,P=0.397).Academic emotions and academic self-efficacy was interrelated(r=-0.513～0.685).The result of multiple regression analysis showed that each factor of academic self-efficacy played a significant predictor role on academic emotions(β=-0.631～0.462,P<0.01). Conclusion The academic emotions' differences between secondary special school boys and girls are significant. Academic self-efficacy is closely related to academic emotions.