摘要
目的:干预高一学生对同伴和对自我的评价、教师对学生的评价,从而增加学生的良好学业情绪。方法:运用青少年学业情绪问卷对XX市某中学高一年级两个班117名学生进行测评,随机选取两个班并分别指定其为实验班(59人)和对照班(58人)。采用班级辅导为主、个别辅导为辅的办法,干预实验班学生对同伴和对自我的评价以及教师对学生的评价,比较干预前后学生的学业情绪。结果:干预后实验班学生积极高唤醒中的自豪情绪和消极高唤醒中的焦虑情绪得分显著降低;积极低唤醒学业情绪中放松、平静情绪得分显著增高。消极高唤醒中的焦虑和恼火、消极低唤醒中的无助和心烦情绪,实验班比对照班的得分均有显著降低。结论:通过改变对同伴和对自我的评价、增加教师对学生的积极评价,能够改善高一学生的学业情绪。
Objective： To explore the effects of evaluation intervention on positive academic emotions in senior stu- dents. Methods： 117（59 in the experiment class, 58 in the control class） senior students were recruited to complete the Questionnaire of Teenager＇s Academic Emotions before and after evaluation intervention. Results： After the intervention, the score of positive pride emotion and negative anxiety emotion in experiment group significantly decreased, and the score of relief emotion in positive low-arousal academic emotions significantly increased. Compared to the control group, the ex- perimental group showed significantly lower score on the anxiety, anger and annoy emotions. Conclusion： Emotional evalu- ation improves the academic emotions in senior one students.
出处
《中国临床心理学杂志》
CSSCI
CSCD
北大核心
2014年第1期155-158,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(07JJ-DXLX265)资助
关键词
高一学生
评价干预
学业情绪
Senior one students
Evaluation intervention
Academic emotions
