摘要
目的:考察理性情绪教育对增进学生良好学业情绪的作用。方法:采用《一般学科学业自我概念问卷》和《青少年学业情绪问卷》对343名初一、初二和高一学生进行调查。然后在所调查的高一年级中,选取调查结果无差异的两个班级,指定其中一个班为实验班(57人),另一个班为对照班(52人)。对实验班的学生进行为期8周的理性情绪教育课堂干预。结果:与对照班相比,实验班学生的积极高唤醒中的希望学业情绪的分数提高,而消极低唤醒中的厌倦和心烦学业情绪的分数降低;实验班在实验后,高唤醒学业情绪得分普遍降低,积极低唤醒学业情绪得分普遍提高,消极高唤醒中的焦虑和消极低唤醒中的沮丧学业情绪显著降低。同时,干预提高了学生的理科学业自我概念。结论:理性情绪教育可以增加高一学生的良好学业情绪,减少消极学业情绪;同时提高学科学业自我概念。
Objective： To study the effect on academic emotions of high-school students by rational-emotive educational mode. Methods： We investigated 343 students from grade 7, 8 and 10, in one school, using the Academic Selfconcept of General Subjects Questionnaire and the Adolescents Academic Emotions Questionnaire. In a random choosing of two non-differential classes from grade 10, one class （57 students） was made to be the experimental group, and another one （52 students） to be the control group. Then the experimental group accepted rational-emotive education for eight weeks. Results： After the intervention, hope of the experimental group was obviously higher in the positive-high arousal academic emotions and tired and dismay lower in the negative-low arousal academic emotions. Besides, distinct differences were found between the pre-test and post-test of experimental group in both the negative-high arousal academic emotions （anxiety, shame and anger） and negative-low arousal academic emotions. Conclusion： The rational-emotive educational mode is effective in increasing the positive academic emotions and reducing the negative academic emotions of the high-scbool students. At the same time, the academic self-concept of subjects is advanced.
出处
《中国临床心理学杂志》
CSSCI
CSCD
北大核心
2012年第1期116-119,共4页
Chinese Journal of Clinical Psychology
基金
教育部人文社会科学重点研究基地重大项目(07JJDXLX265)
