|Alternative Title||The influence of academic emotions on different subjects' academic achievement in high school students: the moderating effect of intelligence|
|Place of Conferral||中国科学院心理研究所|
|Keyword||高中生 学业情绪 学业成绩 智力调节作用|
Academic emotions refer to various emotional experiences in connection with students' academic activities in the teaching or learning process. Recently, there is a increasingly hot topic, the problem of the influence of academic emotions on academic achievement. In this study, we recruited 1316 high school students (including 46.7% female) to investigate the influence of academic emotions on different subjects' academic achievement by employing Adolescent Academic Emotions Questionnaire (AEQ) and Test of Nonverbal Intelligence-Second Edition (TONI-2,). Moreover, we also explored the moderating role of intelligence in the link of academic emotions and different subjects' academic achievement.
Study 1:The academic emotions differences among different grades, gender and intelligence. Results: (1) positive-high, positive-low and negative-low arousal academic emotions have significant differences in different levels of intelligence. Generally, the higher the level of intelligence is, the more positive academic emotions are. However, the negative-high arousal academic emotions have no differences in intelligence. (2) there are significant gender differences in the academic emotions. Compared with girls, boys have more positive academic emotions and less negative academic emotions. (3) there is no grade difference in all kind of academic emotions.
Study 2: The predictive effects of academic Emotions on academic achievement. Results:
(1) academic achievement can be significantly predicted by positive-high arousal, positive-low arousal and negative-low arousal academic emotions. Specifically, Positive academic emotions are positive to the academic performance, while negative academic emotions negative. However, negative--high arousal academic emotions can not significantly predict academic achievement. (2) The academic emotions have different effect on Chinese, mathematics and chemistry.
Study 3:The moderating effect of intelligence on academic emotions and academic achievement. Results: (1) intelligence plays a significantly moderating role in the relationship between academic emotions and academic achievement. (2) As for Chinese, there are significant intelligence differences in the impact of positive-high arousal, positive-low arousal or negative-low arousal academic emotions on academic achievement. However, in the aspect of mathematics and chemistry, there are significant intelligence differences only in the impact of low arousal academic emotions on academic achievement.
This study comprehensively investigates the relationship between intelligence, academic emotions and academic achievement, and it is helpful to clearly reveal the influence of academic emotions on the academic achievement. Furthermore, it has practical significance for the students to intervene academic emotions and improve academic achievement.
|朱殿庆. 高中生学业情绪对不同学科成绩的影响: 智力的调节作用[D]. 中国科学院心理研究所. 中国科学院大学,2016.|
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