初中生学业情绪现状及干预分析-发展与教育心理学专业论文 word格式.docx

TheStatusandInterventionReachontheAcademicEmotionsof JuniorSchoolStudentsAbstractTheStatus andInterventionReachontheAcademic Emotions ofJuniorSchool StudentsAbstractAcademicemotions callednonintellectualfactorwhichislinkedwithlearningactivity hasreceivedextensiveattentionfromscholarsathomeandabroad.Thehighlevelof academicemotionshavethevitalsignificancetotheimprovementofstudentsacademic, physicalandmentaldevelopmentThepurposes ofthisstudyweredevelopingtheAcademicEmotions Questionnairefor JuniorSchoolStudents，andtoinvestigatethecurrentsituationofjuniorschoolstudents’ academicemotions.Aprojectofgroupcounselingwhichpromotesjuniorschoolstudents’academic emotions to develop was designed Onthis basis, then it was explored the influences ofacademicjuniorschoolstudents’academicemotions throughintervention.TheAcademicEmotionsQuestionnaireforJuniorschoolstudentsconductedwith stratifiedrandomsamplingamong2220studentsinSuzhouareatotestthereliabilityand validityofthescale,whichwasfoundtheirindexesweregoodwasworkedoutbythe study.Thendiscovertheinfluencefactors oftheiracademicemotionsbythequestionnaire. Under“quasi-experimentaldesign”,thesubjectsofthestudyweresampledfromjunior studentsofSIPNo.6MiddleSchoolin,andwereassignedatrandomandrespectivelyas theexperimentalgroupandthecontrolgroup.Themembers(n=37)oftheexperimental grouppracticed18groupcounselingsin18weeks,whilethemembers(n=37)ofthe controlgroupdidtheiractivitiesasusual.Theresultsandfindingsofthisstudywereas follows:AcademicemotionsquestionnaireforJuniorschoolstudentswasconstitutedby fourbranchquestionnaire,whichispositive-higharousalacademicemotions,positive-low arousalacademicemotions,negative-higharousalacademicemotionsandnegative-low arousalacademicemotions,whichoneofthemwas goodinreliabilityandvalidityAcademicemotionsexperienceofjuniormiddleschoolstudentsisplentiful,and positive-higharousalemotionsis themostofall.Juniorschoolstudentswithdifferentdemographicvariablesreportedsignificant differences on academicemotions.Abs