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摘要：采用《青少年学业情绪问卷》和《学业自我效能感问卷》，随机抽取210名高中生作为被试进行测试，探讨高中生学业情绪与学业自我效能感的关系。结果显示：①高中生学业情绪中积极高唤醒和消极高唤醒处于中等水平以上，积极低唤醒处于中等水平以下，消极低唤醒处于中等水平；②高中生学业情绪在消极高唤醒（p<0.01）文度上存在显著性别差异；在积极低唤醒(p<0.05)和消极低唤醒(p<0.01)文度上存在显著地专业差异；高中生学业情绪在年级上不存在差异；③高中生学业自我效能感处于中等水平④高中生学业自我效能感在性别和专业上不存在差异；在学业能力自我效能感上存在显著的年级差异（p<0.05）；⑤高中生学业情绪中积极高唤醒（r=0.333;p<0.01）与积极低唤醒(r=0.541;p<0.01)与学业自我效能感存在显著正相关，消极高唤醒仅与学业能力自我效能感存在差异（p<0.05）,而消极低唤醒与学业自我效能感存在显著负相关（r=-0.407;p<0.01）。高中生学业情绪与学业自我效能感存在一定相关。关键词： 学业情绪；学业自我效能；高中生8540
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High School Students Study on the Relationship between the Academic Emotions and Aademic Self-efficacy
Abstract：This study was to investigate the relationship of academic emotions and academic self-efflcacy in high school students,210 students were measured with teenager academic emotions questionnaire and academic self-efficacy questionnaire respectively. The results indicated that：① The two dimensions of academic emotions ,positive-high arousal emotions and negative-high arousal emotions,were higher than mean score.The positive-low arousal emotions was lower than mean score,and negative-low arousal emotions was in the middle of the score. ②The academic emotions of high school student had significant difference between different genders in the dimensions of negative-high arousal emotions(p<0.01).There exists significant difference between different major in the dimensions of positive-low arousal emotions (p<0.05)and negative-low arousal emotions(p<0.01),but not indicate significante grade differences.③High school students' academic self-efficacy in the middle of the average level.④In gender,major,the study results have no differences in the academic self-efficacy.The different grade of high school students in the academic ability self-efficacy had indicate signicante differences (p<0.05).⑤The two dimensions of academic emotions ,positive-high arousal emotions (r=0.333;p<0.01)and positive-low arousal emotions(r=0.541;p<0.01), exist significant positive correlation with academic self-efficacy. The negative-high arousal emotions exist neigative correlation just with academic ability self-efficacy(p<0.05).The negative-low arousal emotions and academic self-efficacy exist negative correlation (r=-0.407;p<0.01).The results indicate that academic emotions is correlated with high school students' academic self-efficacy.
Key words：academic emotions；academic self-efficacy；high school students
目 录
摘要 1
Abstract. 1
引言 3
1研究方法 5
1.1 研究对象 5
1.2 研究工具 5
1.3 施测过程 5
1.4统计分析 5
2研究结果 6
2.1高中生学业情绪 6
2.1.1高中生学业情绪的总体状况 6
2.1.2高中生学业情绪在性别上的差异比较 6
2.1.3高中生学业情绪在专业上的差异比较 6
2.1.4高中生学业情绪在年级上的差异比较 7
2.2高中生学业自我效能感 7
2.2.1高中生学业自我效能感的总体状况 7