健康与遗传心理学研究室知识库

学业情绪，指在教学或学习过程中与学生的学业相关的各种情绪体验。近些年来，学业情绪对学业成就的影响逐渐成为一个研究热点。本研究以1316名高中学生(女生46. 7%)作为研究对象，采用青少年学业情绪问卷、托尼非语文智力测验(TONI-2)，探讨了学业情绪对语文、数学、化学成绩的影响，并重点探究了智力在学业情绪与学业成绩之间的调节作用。

研究一:学业情绪的年级、性别特点和智力差异。结论:(1)高中生积极高唤醒学业情绪、积极低唤醒学业情绪和消极低唤醒学业情绪在不同的智力水平上差异显著。具体来说，智力水平越高，学业情绪更积极。然而，消极高唤醒学业情绪不存在智力差异。(2)高中生学业情绪表现出一定的性别差异。男生的积极学业情绪更明显，女生的消极学业情绪更明显。(3)高中生四类学业情绪在不同的年级之间没有明显差异。

研究二:学业情绪对学业成绩的回归预测作用。结论:(1) 积极高唤醒、积极低唤醒和消极低唤醒学业情绪对学业成绩有显著的影响，而且，积极学业情绪的作用是正向的，消极学业情绪的作用是负向的。但消极高唤醒情绪对学业成绩没有显著的预测效应。(2)学业情绪对语文、数学和化学不同学科成绩的回归效应有所不同。

研究三:智力在学业情绪与学业成绩之间的调节作用。结论:(1)智力在学业情绪与学业成绩之间的调节作用显著。(2)对于语文，积极高唤醒、积极低唤醒和消极低唤醒学业情绪对学业成绩的影响受到智力的调节作用;而对于数学和化学，仅低唤醒学业情绪对学业成绩的影响受到智力的调节作用。

本研究综合考察了智力、学业情绪与学业成绩三者之间的关系，这有助于更加明确地揭示学业情绪对学业成绩的作用。而且，它对于教学中调节学生的学业情绪、提升学生的学业成绩也具有一定的实践意义。

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.