中专生学业情绪及其与学业自我效能感的关系

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

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1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。

Objective To examine the academic emotions and its relationship with academic self-effucacy 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 a- nalysis. Results Scores on enjoyment,anxiety,anger,depression,total scores on positive-high arousal academic e- motions 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 signifi- eant（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 emo- tions＇ differences between secondary special school boys and girls are significant. Academic self-efficacy is closely related to academic emotions.