期刊文献+

省属师范院校大学生学业情绪相关研究

下载PDF
导出
摘要 选取两所省属师范院校大学生为研究对象,采用编制的马惠霞2008年编制的大学生一般学业情绪问卷,共88条题目,4个维度,大学生一般学业情绪问卷对被试的学业情绪水平进行调查研究。研究发现:一是省属师范院校大学生的学业情绪略受专业类型、性别和是否师范方面影响。二是省属师范院校大学生的学业情绪在积极高唤醒、消极高唤醒学业情绪上存在显著的差异;在积极地唤醒和消极地唤醒学业情绪上差异不显著。
作者 田丹
机构地区 沈阳师范大学
出处 《中外企业家》 2015年第1Z期211-,共1页 Chinese and Foreign Entrepreneurs
  • 相关文献

参考文献2

二级参考文献38

  • 1郑士鹏,王永明.90后大学生价值观教育探析[J].学理论,2009(13):209-210. 被引量:13
  • 2俞国良,董妍.学业情绪研究及其对学生发展的意义[J].教育研究,2005,26(10):39-43. 被引量:292
  • 3Abela, J. R. Z., & Seligman, M. E. P. (2000). The hopelessness theory of depression: A test of the diathesis-stress component in the interpersonal and achievement domains. Cognitive Therapy and Research, 24, 361-378.
  • 4Ainley, M., Corrigan, M., & Richardson, N. (2005). Students, tasks, and emotions: Identifying the contribution of emotions to students' reading of popular culture and popular science texts. Learning and lnstruction, 15, 433-447.
  • 5Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theory of positive affect and its influence on cognition. Psychological Review, 106, 529-550.
  • 6Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.
  • 7Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: a longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584~508.
  • 8Efklides, A. (2005). Emotional experiences during learning: multiple, situated and dynamic. Learning and Instruction, 15, 377-380.
  • 9Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478-493.
  • 10Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrnn, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.

共引文献138

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部