青少年学业情绪对学业成就的影响被引量：106

Effects of Adolescents' Academic Emotions on Their Academic Achievements

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摘要以1209名青少年为被试,采用结构方程模型检验了学业情绪对学业成就的影响。结果发现,(1)积极高唤醒学业情绪对学业成就没有直接影响,它可以通过掌握接近目标、掌握回避目标、成绩接近目标、学业效能和学习策略来间接对学业成就进行积极预测;(2)积极低唤醒学业情绪能够直接积极预测学业成就;(3)消极高唤醒与消极低唤醒学业情绪能够直接消极预测学业成就。结论:学业情绪可以对学业成就产生直接影响,也可以通过成就目标、学业效能、学习策略等中介变量对学业成就产生间接影响。 The research used a structural equation model to examine how academic emotions affected academic achievement among 1209 adolescents. The results indicated that positive-high arousal academic emotions indirectly affected academic achievement through achievement goals, academic self-efficacy and learning strategies. Positive-low arousal academic emotions directly and positively predicted academic achievements. Negative-high arousal and negative-low arousal academic emotions directly and negatively affected academic achievements.

作者董妍俞国良

机构地区中国人民大学心理研究所

出处《心理科学》 CSSCI CSCD 北大核心 2010年第4期934-937,945,共5页 Journal of Psychological Science

基金自然科学基金项目(30870777) 教育部青年专项课题(EBA080302) 中国人民大学科学研究项目(06XNB037)资助

关键词学业情绪学业成就成就目标学业效能学习策略 academic emotions, academic achievements, achievement goals, academic self-efficacy, learning strategies

分类号 B842 [哲学宗教—基础心理学]

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参考文献16

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