学习困难儿童的学业情绪和生活质量研究——以济南市某两所小学为例

A Study of Academic Emotions and Quality of Life in Learning Disability Children——Taking Two Primary Schools in Ji'nan as an Example

文章采用学业情绪问卷、生活质量问卷等,对筛选出的47名学习困难儿童与50名学习优秀儿童进行调查研究。研究发现:学习困难儿童与学习优秀儿童的学业情绪存在显著差异,学习优秀儿童能够体验更多的积极学业情绪,学习困难儿童体验更多的消极学业情绪;学习困难儿童与学习优秀儿童的生活质量存在显著差异,学习困难儿童的生活质量水平和社会心理功能及其生活质量满意度要显著低于学习优秀儿童;生活质量总分以及社会心理功能因子与学业情绪的四个维度都有显著的相关,其中与积极学习情绪存在显著的正相关,与消极的学业情绪存在显著的负相关;平静、放松情绪对生活质量有显著的正向预测作用,厌倦、失望、无助等情绪对生活质量有显著的负向预测作用。进而明确,学生体验到积极学习情绪越多,感受到生活质量水平越高;无论是学习困难学生还是学习优秀学生,平静、放松等积极学业情绪有助于生活质量的提升,厌倦、失望、无助等消极学业情绪对生活质量有显著的负向影响。

The paper aimed to study the characteristics of academic emotions and quality of life in children with learning disabilities, and to explore the relationship between academic emotions and quality of life, by surveying 47 children with learning disabilities and 50 children with outstanding academic performance. The results were as follows： There are significant differences in academic emotions between children with learning difficulties and those learning outstanding children. Children with learning difficulties can experience more positive academic emotions, and children with learning difficulties experience more negative academic emotions; There is a significant difference in the quality of life between children with learning difficulties and outstanding children. Children with learning difficulties have significantly lower levels of satisfaction with the quality of life and psychosocial functions and quality of life than children with outstanding learning; The dimensions have significant correlations in total scores of life quality and social psychological factors and academic sentiment. There is a significant positive correlation with positive learning emotions and a significant negative correlation with negative academic emotions;Calming, relaxing emotions have a significant positive predictive effect on quality of life, while weary and disappointed emotions such as helplessness have a significant negative predictive effect on quality of life. Conclusion： Students experience more active learning emotions and feel higher quality of life. No matter if they are students with learning difficulties or outstanding students, active academic emotions such as calm and relaxation contribute to the improvement of quality of life.They are bored, disappointed, and helpless. Such negative academic emotions have a significant negative impact on quality of life.