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1.
成就动机(Achievement Motivation)指个人追求成就的内在动力。近些年,我国研究者在成就动机的实证与调查研究方面做了一些工作。有关成绩反馈对不同成就动机取向的学生后继成绩的影响研究发现,在我国文化背景下,从总体上,追求成功者的后继成绩高于避免失败者的;成就动机取向与目标类型在学生后继成绩上存在交互作用,这种交互作用只表现在目标差异的成绩反馈条件下,在目标协调的条件下无此现象。[1]陈俊等发现,重点中学学生的成就动机总分及追求成功动机的得分均显著高于普通中学学生,但避免失败的动机分数却明显低于普通中学学生。[2]周爱… 相似文献
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学习情境与成就动机对大学生操作技能形成的影响研究 总被引：1，自引：0，他引：1
选取天津工程师范学院240名大学生进行成就动机测试,从中随机选取追求成功者与避免失败者各36名.采用2×2(成就动机类型×情境类型)被试间设计,在个体化和竞争两种学习情境下进行双手协调技能学习和练习.以双手协调技能的操作时间为因变量进行归纳,结果显示:(1)成就动机类型与学习情境类型对双手协调技能形成的影响主效应显著,但交互作用不显著;(2)在两种学习情境下,追求成功者双手协调技能的操作成绩均优于避免失败者:(3)两种成就动机类型大学生在竞争情境下双手协调操作技能成绩优于个体化情境. 相似文献
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后悔是针对不好的或相对不好的行为结果而产生的反事实思维所诱发的一种复杂的负性情绪。影响后悔的因素有许多,该论文研究采用博弈的实验范式,研究责任对大学生博弈决策后悔的影响,通过控制被试对负性博弈结果所负的责任大小,分析三种责任水平下,被试的相关情绪体验。研究结果发现,被试主观评定的后悔强度、责任感和反事实思维上,三种责任水平均有显著差异,责任越大,相关的情绪体验越强。 相似文献
4.
汪岑 《中小学心理健康教育》2017,(30)
采用实验法诱发了中学生的正性、负性情绪,比较了高低幸福感中学生在情绪诱发后情绪体验的差异,探索高低幸福感中学生在不同情境中情绪体验的特点.结果:(1)女生的幸福感高于男生,男生的负性情绪比女生多;(2)高幸福感的中学生比低幸福感的中学生具有更多的正性情绪和更少的负性情绪;(3)在消极情境下,高幸福感中学生正性情绪减少得更明显,且负性情绪增加得更明显;在积极情境下,高幸福感中学生负性情绪减少得更明显,而两组中学生正性情绪的变化没有明显差异. 相似文献
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探讨了大学生情绪调节策略与人际关系困扰及生活满意度的关系.采用大学生情绪调节方式问卷、大学生人际关系综合诊断量表及大学生生活满意度评定量表对320名大学生进行测试,结果发现,大学生的人际关系困扰与正性情绪的情感分享、维持和负性情绪的转移、放松存在显著负相关关系,与正性情绪的克制和负性情绪的发泄、压抑、体验存在显著正相关关系;大学生的生活满意度与正性情绪的情感分享、自我激励、维持、表露和负性情绪的重评、转移、放松有显著正相关关系,与负性情绪的发泄、体验、压抑有显著负相关关系;大学生的情绪调节策略对人际关系困扰和生活满意度有显著预测作用.正性情绪的分享与维持、负性情绪的及时转移与放松有助于改善个体的人际关系状况,提高生活满意度水平. 相似文献
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<正>目的：探讨8周正念训练在高职院校教师职业压力及负性情绪调节中的应用效果。方法：公开招募的74名高职院校教师被随机分配至正念练习组（n=37）和等待对照组（n=37）。正念练习组参与8周正念练习,等待对照组不予干预。在基线及8周正念练习后施测大学教师工作压力量表、正性负性情绪量表-负性分量表、中文修订版教学正念量表。结果：干预前两组被试在工作压力量表、负性情绪量表和教学正念量表上的得分不存在显著差异;干预后正念练习组在教学正念量表上的得分显著高于等待对照组（p<0.01）,在工作压力量表和负性情绪量表上的得分显著低于等待对照组（p<0.01）。结论： 相似文献
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本研究在河北师大随机选取160名大学生进行试验,首先选用叶仁敏修订的成就动机量表(AMS)进行施测,从中选出有效被试64名,其中低成就动机者32名,高成就动机者32名。采用故事法研究范式让被试对自己作出风险决策后出现的后悔情绪去进行评定。对实验数据进行整理和分析,结论如下:(1)在作出风险较低的决策后,女性与男性的后悔强度差异不显著;而在作出风险较高的决策后,男性的后悔强度明显低于女性;(2)在作出风险较低的决策后,成就动机较低的人与成就动机较高的人的后悔强度差异不显著;在作出风险较高的决策后,成就动机较高的人的后悔强度明显低于成就动机较低的人。 相似文献
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采用多导生理记录仪,记录不同性质音乐对普通及听障儿童情绪测量的敏感外周生理指标影响的变化。考查正性(激情震撼)、中性(平静舒缓)、负性(伤感忧郁)音乐背景条件之间的差异。结果发现:(1)不同性质音乐对儿童皮肤电影响的差异极显著;(2)不同性质音乐对儿童心率影响的差异极显著;(3)不同性质音乐对儿童呼吸影响的差异不显著;(4)听障儿童的各项外周生理指标与普通儿童的相比,在不同性质音乐条件下无显著差异。由此可知,不同性质音乐会对儿童的情绪产生不同的影响。对于普通及听障儿童情绪测量的外周生理指标而言,皮肤电和心率两项指标较为敏感,呼吸虽相对不够敏感,但仍有一定参考价值。 相似文献
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采用线索-靶范式探讨大学生在不同情绪条件下对各种情绪图片的注意偏向特点.实验采用3(情绪状态:快乐情绪组、悲伤情绪组、愤怒情绪组)×3(性质:正性情绪图片、中性情绪图片、负性情绪图片)×2(线索类型:有效提示和无效提示)混合实验设计.研究结果发现,被试对正性图片存在线索提示效应,而对负性图片和正性图片出现了线索-靶子范式中常见的返回抑制现象;快乐状态下被试容易过分地关注正性图片,存在注意解除困难;悲伤和愤怒状态下被试容易过分地关注负性图片,也存在注意解除困难. 相似文献
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Lin Zhang 《International Journal of Science Education》2018,40(4):459-469
As more concerns have been raised about withholding answers during science teaching, this article argues for a need to detach ‘withholding answers’ from ‘hands-on’ investigation tasks. The present study examined students’ learning of light-related content through three conditions: ‘hands-on’ + no ‘withholding’ (hands-on only: HO), ‘hands-on’ + ‘withholding’ (hands-on investigation with answers withheld: HOW), and no ‘hands-on’ + no ‘withholding’ (direction instruction: DI). Students were assessed in terms of how well they (1) knew the content taught in class; (2) reasoned with the learned content; and (3) applied the learned content to real-life situations. Nine classes of students at 4th and 5th grades, N?=?136 in total, were randomly assigned to one of the three conditions. ANCOVA results showed that students in the hands-on only condition reasoned significantly better than those in the other two conditions. Students in this condition also seemed to know the content fairly better although the advance was not significant. Students in all three conditions did not show a statistically significant difference in their ability to apply the learned content to real-life situations. The findings from this study provide important contributions regarding issues relating to withholding answers during guided scientific inquiry. 相似文献
12.
The relationship lying between critical thinking and creative thinking is opposite or complementary, results of previous relevant researches have not yet concluded. However, most of researches put the effort to compare the respective effect of the thinking methods, either the teaching of creative thinking or that of critical thinking. Less of them showed the interest to investigate the combined effect of these two thinking skills teaching, especially its synergy. Therefore, present study aimed to discuss the synergy of critical thinking and creative thinking, and investigated the joined effect of these two methods of thinking in the courses of ‘Integrated Activity courses’. Not only the separate influence but also the synergy would be our interests. Moreover, the outcome would also be compared with the learning result of single creative thinking skill teaching. Participants were 147 male students and 118 female students of ninth grade from 8 intact classes in a public middle school in Taiwan, the number of total participants were 265. Experimental design was ‘nonequivalent control group pretest/post-test quasi-experimental design’. Participants were assigned into three groups, three intact classes for creative thinking teaching group (EG1), three intact classes for ‘critical thinking and creative thinking combined teaching group (EG2)’ and two intact classes for regular teaching method group (watching video, control group). All participants took the assessment ‘The New Creative-Thinking Testing’ and ‘The Critical-Thinking Testing, Level 1’ after receiving the courses as post-test. Data were analysed statistically by one-way ANCOVA. The results showed that:
Regards to the performance in Integrated Activity courses, no significant difference was found among students in EG1 and those in EG2. However, the students in both experimental groups got higher scores than those in control group did.
As for the ability of critical thinking, students in EG2 got higher score than those in EG1 and CG did, but no difference was found among the students in EG1 and those in CG.
In respect of originality, students in EG2 got higher score than those in EG1 did, the influence of critical thinking was significant.
Theoretical and possible applications of the results were also discussed. Present study not only manifests the correlation between creative thinking and critical thinking, but also provides the empirical data for synergy in actual pedagogical situations. 相似文献
13.
Academic boredom,approaches to learning and the final-year degree outcomes of undergraduate students
John G. Sharp Brian Hemmings Russell Kay Chris Atkin 《Journal of Further & Higher Education》2018,42(8):1055-1077
Academic boredom is a largely negative and disabling achievement-related emotion. In this mixed-methods exploration of 224 students attending a single university in England, academic boredom was found to arise at the point of course delivery, while studying at other times and during the completion of assignments for assessment. Quantitative data from the recently adapted Boredom Proneness Scale for use across the UK higher education sector (the BPS-UKHE) and the Approaches and Study Skills Inventory for Students (ASSIST), enriched with qualitative data from 10 semi-structured research interviews, indicate that those with a higher propensity towards academic boredom than others displayed the deep, strategic and surface profiles of ‘less effective learners’. This was reflected in their interest in ideas, their ability to organise resources and manage time, what they had to memorise or do to ‘get by’, their achievement motivation and their sense of purpose. As part of a greater evolving network of other contributing factors, this translated into lower final degree marks and fewer ‘good’ degree awards. Recommendations surrounding boredom mitigation and approaches to learning are suggested which warrant serious consideration. The work presented here makes an important contribution to a surprisingly neglected field of UK higher education research and the student engagement agenda. 相似文献
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龙艳 《佳木斯教育学院学报》2012,(1):200-200
埃里克森将人格发展视为自我调整顺利度过每个阶段的"危机",实现每个阶段的"平衡"。后悔往往伴随消极的情绪体验,与内部"不平衡"状态联系紧密,是人格发展需要处理的任务。接受后悔的程度、自我调整以及年龄差异影响个体的生活状态。适应和接受人生后悔经历对人最终实现人格自我完善具有重要意义。 相似文献
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In higher education, students are exposed to regular feedback about their performance, and a prominent aspect of students’ attention to feedback concerns the extent to which grades are consistent with what a student has expected to receive. Any discrepancies that arise can result in negative justice perceptions, which research has shown are associated with negative cognitive, emotional and behavioral consequences. However the extent of, and consequences of, these negative justice perceptions within the learning process have gone largely unexplored. This study investigates the relationship between expectation/performance discrepancies, justice perceptions, student satisfaction and self‐efficacy. In particular, we found an interaction between the grade received and negative justice perceptions; poor performers with negative justice perceptions were more likely to have lower subsequent self‐efficacy and satisfaction than those who did not have injustice perceptions. However, self‐efficacy rose for those who had negative justice perceptions if they also received moderate to high performance feedback. The results reflect the complexity of cognitive and behavioral responses to performance feedback. Implications for grading and recommendations for reducing injustice perceptions are discussed. 相似文献
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Clive Hunt Bethan Collins Alex Wardrop Maggie Hutchings Vanessa Heaslip Colin Pritchard 《高等教育研究与发展》2018,37(1):30-43
Challenges for students who are ‘first-in-family’ to attend university have been discussed within widening participation discourse. However, in the UK, ‘first-in-family’ or first-generation students have frequently been conflated with those experiencing poverty or from lower socio-economic groups. This research integrated survey data with assessment data from final-year design and engineering students in a UK university to examine students’ attainment, the influences on why students decide to attend university and students’ experiences during their degree programmes. Analysis of the data showed variations in the reasons for first- and second-generation students wanting to go to university, particularly a significant difference in the influence of parents. First-generation students described significantly less parental influence on the decision to attend university than second- or subsequent-generation students. Smaller differences in students’ experiences and attainment in university were also noted. Whilst first-generation students reported differences in study habits, their attainment was, on average, marginally higher than that of their peers. Building on others’ theoretical work, which suggests the importance of social capital within higher education (HE), this research highlights the difference in social influences on both university application and expectations of university for those with and without a family history of tertiary education. Further research is needed to explore, in larger samples, whether the social influences on individuals’ perception of HE are in turn shaped by whether or not their parents attended university, and further, what impact this may have, not only on degree outcomes but also on the broader benefits typically associated with graduate experience. 相似文献
17.
Heather Stuart 《教育心理学》1994,14(2):217-232
There is a dearth of empirical information concerning teachers’ attitudes to secondary students’ behaviours. A questionnaire was used to survey 105 secondary school teachers from NSW about the perceived serious or disturbing nature of 50 student behaviours. The perception of the behaviours was scored on a five‐point Liken scale. Behaviours were ranked according to the results and compared with four previous studies. It was found that ‘aggressive’ behaviours were perceived as more serious than ‘passive’ behaviours and that the rankings of the NSW teachers agreed substantially with those in previous American studies. No significant differences were found between rankings of male and female teachers or between perceptions of behaviours when observed in boy or girl students. A factor analysis extracted six fairly distinct factors which could be related to dimensions in behaviour rating scales. It was concluded that professional development courses could target the behaviours loading significantly on Factor I, as teachers perceive that they are the most disturbing. 相似文献
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阮松丽 《佳木斯教育学院学报》2012,(7):257+259
本研究采用问卷调查方法,对高中生的人格、情绪及其关系进行研究。结果发现高中男女生在精神质上存在显著差异(t=-2.857,p=.005),而在神经质、外倾性、说谎量表上的得分均没有差异。高中生的积极情绪显著多于消极情绪,在积极情绪方面男女之间存在显著差异(t=2.89,p=.004),男性的积极情绪显著多于女性(M男=29.75,M女=27.73),而消极情绪男女之间不存在差异(t=.60,p=.55)。人格与情绪密切相关,神经质是和消极情绪相联系的,而外倾性是和积极情绪相联系的。 相似文献
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Hideko Hamada Bassett Susanne Denham Melissa Mincic Kelly Graling 《Early education and development》2013,24(3):259-279
Research Findings: A theory-based 2-factor structure of preschoolers’ emotion knowledge (i.e., recognition of emotional expression and understanding of emotion-eliciting situations) was tested using confirmatory factor analysis. Compared to 1- and 3-factor models, the 2-factor model showed a better fit to the data. The model was found to be equivalent for gender, race, age, and socioeconomic risk. Theory and the high correlation between the 2 latent factors suggested a hierarchical nature of development, in which a higher level of emotion knowledge is built upon a lower level. In our validity model, we found significant paths from the recognition to the situation factor and from the situation factor to teachers’ reports of preschoolers’ learning behaviors and social competence. Results provide further evidence of the significant role emotion plays in preschoolers’ school readiness. Practice or Policy: Early childhood educators can benefit from knowing that recognition of expressions and understanding of emotion-eliciting situations are appropriately teachable in this age range and can focus such teaching upon negative emotions and those that may vary across individuals. Furthermore, relations between these aspects of emotion knowledge and school readiness add to accumulating evidence that early childhood programming focusing upon emotion knowledge has multiple benefits. 相似文献
20.
研究采用专业的测评工具对山西省两所高水平大学学生的学业情绪与学习适应及其关系进行实证研究.结果发现:大学生积极学业情绪高于消极学业情绪,结果定向情绪高于同一愉悦度下活动定向情绪;学生在学习中能够体验到较多的自主感与成就感,但羞愧、焦虑等情绪正困扰着相当部分学生.大学生学习适应的总体状态较为良好,近三成学生表现出适应状态... 相似文献