中学生核心自我评价、时间管理倾向及学业情绪的关系研究.pdfVIP

摘 要 本研究采用核心自我评价量表、青少年时间管理倾向量表和青少年学业情绪问卷调查 了665名中学生，系统的探讨了核心自我评价、时间管理倾向与学业情绪三者之间的关系， 运用SPSS 17.0 和LISREL 8.70 对数据进行处理，研究结论如下： (1)不同性别的中学生在核心自我评价、时间管理倾向上不存在显著性差异，学业情绪 方面，女生消极高唤醒学业情绪显著高于男生，其他学业情绪不存在男女显著性差异。 (2)核心自我评价水平在初高中生之间不存在显著差异，初中生时间管理倾向显著优于 高中生，初中生积极高唤醒、积极低唤醒和消极高唤醒水平的学业情绪均高于高中生。 (3)积极学业情绪与核心自我评价和时间管理倾向显著正相关，消极学业情绪与核心自 我评价和时间管理倾向显著负相关，核心自我评价与时间管理倾向显著正相关。 (4)核心自我评价和时间管理倾向可以正向预测积极学业情绪，负向预测消极学业情 绪。 (5)时间管理倾向各维度共同影响核心自我评价；核心自我评价在中学生时间管理倾向 对学业情绪的影响中存在部分中介作用；时间效能感在时间监控观对学业情绪的影响中起 完全中介作用，在时间价值感对学业情绪的影响中起部分中介作用。 关键词：中学生；核心自我评价；时间管理倾向；学业情绪 Abstract In this study, 665 adolescence students were investigated by using the Chinese Version of Core Self-evaluation Scale, Young Academic Emotions Scale and adolescence Time Management Disposition Inventory to explored the relationship of core self-evaluations, time management disposition and academic emotion. Processing data by the SPSS 17.0 and LISREL8.70 statistical software package, the main conclusions were as follows: (1)Core self-evaluations and time management disposition had no significant difference in gender; girls experienced more negative-low waken emotions than boys, and there were no significant difference among the other three types of academic emotions. (2)Core self-evaluations had no significant difference between junior and senior school students; the junior school students were significantly better than senior school students in time management disposition and its three dimensions and they also experienced more positive-high arousal emotions, positive-low waken emotions and negative-high arousal emotions than senior school students. (3)There is significant positive correlation between positive academic