学业焦虑与学习成绩关系的元分析——基于中国中学生研究数据

学业焦虑是学生在学业情境中较为常见的消极情绪状态。本文运用元分析方法探究中国中学生学业焦虑与学习成绩的关系状态及其影响因素。研究发现，学业焦虑与学习成绩之间的关系显著，学习成绩获取途径和学科类型对二者之间的关系有显著的调节作用。主效应显著的研究发现支持学业情绪控制价值理论和认知动机理论的核心观点，同时提示教育工作者不能忽视学业焦虑对学生学习成绩的负面影响，建议通过培养学生的健康人格、指导家庭教育方式、改革成绩排名方式、建立同辈互助小组等举措帮助学生减少学业焦虑。学习成绩获取途径的调节效应显著，提示教育研究者在开展相关研究时，最好根据学生成绩单上报告的学习成绩进行科学计算；学科类型的调节效应显著，提示教育工作者在开展中学生学业焦虑干预时，应该重点关注英语和数学两门学科。     

The Relationship Between Interparental Conflict and Self‐Reported Grade Point Average Among College Students

Interparental conflict has been shown to have a negative effect on the academic success of children and adolescents. This study examined the relationship between college students' (N = 143) perceived levels of interparental conflict, their living arrangement, and their current self‐reported grade point average. Participants who experienced more interparental conflict, specifically female students and those living away from home, reported a lower grade point average. Implications for college counselors are discussed.     

Cross‐Validated Prediction of Academic Performance of First‐Year University Students: Identifying Risk Factors in a Nonselective Environment

Early prediction of academic performance is important for student support. The authors explored, in a multivariate approach, whether pre‐entry data (e.g., high school study results, preparative activities, expectations, capabilities, motivation, and attitude) could predict university students’ first‐year academic performance. Preregistered applicants for a bachelor's program filled out an intake questionnaire before study entry. Outcome data (first‐year grade point average, course credits, and attrition) were obtained 1 year later. Prediction accuracy was assessed by cross‐validation. Students who performed better in preparatory education, followed a conventional educational path before entering, and expected to spend more time on a program‐related organization performed better during their first year at university. Concrete preuniversity behaviors were more predictive than psychological attributions such as self‐efficacy. Students with a “love of learning” performed better than leisure‐oriented students. The intake questionnaire may be used for identifying up front who may need additional support, but is not suitable for student selection.     

大学生社交焦虑的调查与分析

大学生的社交焦虑影响其成就感的获得及人际关系的和谐。对273名大学生进行《交往焦虑量表》测查,结果表明:在大学生中不同程度地存在社交焦虑,有的比较严重;性别、年级、学历、专业性质均不会对社交焦虑产生影响;大学生是否为独生子女、是否担任过学生干部、其家庭结构、家庭所在地、家庭管教方式、家庭关系密切程度、对自己外表的满意程度以及学习成绩这些维度上的社交焦虑程度都存在差异。     

Performance Anxiety Among African-American College Students

Abstract

This article examines the etiology of social phobia, and proposes that the sensitivity to self-scrutiny common to social phobics can be exacerbated by the effects of longstanding racial bias. The impact of racism on identity and the importance of context are explored as salient factors in the onset of a case of social phobia for an African-American woman at a prestigious university. The importance of attending to both overt and subtle forms of racism is illustrated within the typical cognitive-behavioral framework for the treatment of social phobia.     

“学业不良”学生的心理特征及预防教育

“学业不良”是我国当前中小学教育中存在的严峻问题 ,学业不良的学生有其特殊的心理特征 ,学校教育必须从其心理特征出发 ,多角度地采取教育预防措施 ,以促进学生的良好发展     

影响民航大学生数学学习成绩的因素

以中国民航飞行学院飞行技术专业部分学生为研究样本,利用多种统计分析方法对影响大学生数学成绩的因素进行分析,考察教师的教学水平、学生的高考数学成绩等因素对大学数学成绩的影响.结果显示：教师的教学水平与学生的高考数学成绩对大学数学成绩的影响均显著,但高考数学成绩只能解释大学数学成绩12.6%的变异.结论：教师的教学水平与学生的学习能动性对大学数学成绩有良好的促进作用.     

中学生考试焦虑与成就目标、学习策略及学业成绩的关系

问卷调查与研究显示:中学生的考试焦虑在性别、年级和学校类型上均无显著性差异,且普遍存在中度以上焦虑;重度考试焦虑对学业成绩有显著削弱作用;学生的成就目标定向和自我调节学习策略对其考试焦虑的干预具有重要意义。     

Predictors of Academic Stress Among College Students

The purpose of this study was to examine factors predictive of college students' academic stress. Three hundred seven undergraduate students (179 men, 128 women) participated in the study. Results indicated that female college students had higher academic stress than did male college students. Bivariate correlations and multiple regression analyses revealed that life satisfaction, locus of control, and gender were significant predictors of academic stress. Directions for future research and implications for counselors are discussed.     

视障大学生焦虑状况及其应对方式的研究

采用焦虑自评量表(SAS)、应对方式问卷(CSQ)对104名视障大学生进行调查,探讨视障大学生焦虑状况、应对方式特点及其二者的关系。结果显示:视障大学生焦虑平均得分为46.50±10.29,17人出现不同程度的焦虑情绪,总发生率为16%;视障大学生在问题解决应对因子上得分最高,在自责应对因子上得分最低;视障大学生焦虑分与各应对因子分存在相关;多元回归分析提示,解决问题、求助、退避对视障大学生焦虑评分有显著预测作用。     

初中生学业拖延的特征及其与学业成绩的关系研究

目的探讨初中生学业拖延的特征及其与学业成绩的关系。方法采用学业拖延问卷对264名初中生进行了测量,运用SPSS15.0对数据进行统计分析。结果初中生学业拖延总体上处于中等偏下水平;男生的学业拖延水平显著高于女生;学业拖延存在显著的年级差异,其中初二年级拖延水平较高;学业拖延与学业成绩呈显著负相关,低拖延者的学业成绩显著高于高拖延者,学业成绩高的学生其拖延水平低。结论初中生的学业拖延在性别和年级上有显著差异,初中生学业拖延对其学业成绩有显著影响。     

昆明师专新生心理不安状况的比较研究

采用心理不安诊断测验（CAS），选取我校99级和2000级新生进行比较研究，结果显示：两级新生从总体上看没有显差异，引起师专新生心理不安的主要原因是自我控制力差和自我弱，有4％的新生心理问题比较严重；女生的主要的心理问题是自我弱和罪恶感，男生的主要的心理问题是疑心与妄想，科学生主要的心理问题是罪恶感，理科和艺体学生没有显差异。这个调查结果为我们有的放矢地对师范生进行心理健康教育，培养心理健康的高素质教师提供了心理依据。     

音乐表演专业大学生舞台焦虑现状及影响因素研究

探讨音乐表演专业大学生舞台焦虑的现状及其影响因素,为音乐表演专业大学生的音乐专业教学和心理辅导提供数据支持。诸多因素经多元逐步回归分析,进入回归方程的因素有:症状自评总分(B=4.208)、焦虑(B=0.720)、抑郁(B=0.555)、忧虑性(B=0.453)、适应与焦虑(B=0.310)、人际关系问题(B=0.309)、紧张性(B=0.207)以及学习压力问题(B=0.198)。在舞台焦虑学生咨询与治疗中,重点关注学生的心理健康状况、焦虑型人格特质以及人际关系问题和学习压力问题等生活事件。     

元情绪对高一学生学习适应性及成绩的影响

采用特质性元情绪问卷（TMMS）和学习适应性测验（AAT）对328名高一学生进行元情绪与学习适应性调查。结果表明：高一学生元情绪总分及情绪注意、辨别与恢复三维度得分居于中等以上水平,且均无性别差异和生源地差异。高一学生元情绪与学习适应性及学业成绩呈正相关,其中,情绪恢复维度与学习适应性及学业成绩的相关较大,情绪辨别维度次之,情绪注意维度仅与学业适应性相关且相关较小,学习适应是元情绪与学习成绩的中介变量。建议在学业辅导与心理教育中加强对元情绪的发展。     

高中生考试焦虑和学业自我效能与人格特征的相关研究

用问卷法对福州市三所普通中学的524名高中生被试的学业自我效能感、考试焦虑和人格特征状况进行了测查,发现:(1)高中生被试的总体考试焦虑状况不容乐观;(2)学业自我效能、考试焦虑和人格特征这三者之间均两两存在显著性相关;(3)从三者的路径分析图可以看出,N神经质和E外向通过影响数学学业自我效能间接影响高中生被试的考试焦虑;E外向还通过影响语言学业自我效能间接影响高中生被试的考试焦虑。     

信息焦虑及其调适

随着知识时代的到来,信息焦虑成为一个广受关注的话题。文章对信息焦虑的概念与测量进行总结,分析信息焦虑的成因和消极影响,探讨信息焦虑的调适策略。     

Sleep Quality and Academic Performance in University Students: A Wake-Up Call for College Psychologists

Both sleep deprivation and poor sleep quality are prominent in American society, especially in college student populations. Sleep problems are often a primary disorder rather than secondary to depression. The purpose of the present study was to determine if sleep deprivation and/or poor sleep quality in a sample of nondepressed university students was associated with lower academic performance. A significant negative correlation between Global Sleep Quality score (GSQ) on the Pittsburgh Sleep Quality Index and grade point average supports the hypothesis that poor sleep quality is associated with lower academic performance for nondepressed students. Implications for both the remedial (assessment and treatment) and preventive (outreach) work of college and university counseling centers is discussed.     

高职生英语阅读焦虑影响阅读成绩的调查与原因分析

随着第二语言习得研究的发展,外语与第二语言教学的重心由教转向学。由于作为语言分项技能之一的阅读在语言学习中占有举足轻重的地位,教师们一直致力于阅读教学的改进,但语言学习是一个复杂的过程,学习者的学习结果受很多因素的制约,其中包括学生在阅读学习中表现出来的焦虑。笔者试图通过对高职学生的英语阅读焦虑对阅读成绩影响的相关调查,了解导致学生英语阅读焦虑产生的原因,以期对今后教学的改进有所帮助。     

贫困女大学生学业现状的个案研究

贫困女大学生体现出来的艰苦朴素、自强不息精神,有助于她们顺利完成学业,并获得较好发展;但如果贫困女大学生不能很好地发扬自身优良品质,克服经济上的困难,就很容易导致行为上的偏差。虽然心理健康问题的凸显和贫困没有必然的联系,但对于贫困女大学生群体而言,这两者之间的联系较贫困男大学生要紧密得多,应引起教育管理者的更多关注。     

Wellness Among Undergraduate Students on Academic Probation: Implications for College Counselors

This study examined levels of wellness among 403 undergraduate students on academic probation. Total wellness, 5 secondary categories of wellness, and 17 third–level categories of wellness are reported within this article. In addition, this study offers norm–group comparisons and demographic influences of wellness in regard to undergraduate students on academic probation. The results indicate that individuals on academic probation achieved higher levels of wellness in several areas of wellness than did the norm–group population.