苏州市小学生学业情绪现状的调查研究

学业情绪是指在教学或学习过程中,与学生学业活动相关的各种情绪体验。在学习过程中,积极学业情绪对学习动机的激发、学习策略的实验、考试情绪的调节和学业成绩具有重要影响。为了解小学生学业情绪现状,采用王妍编制的《小学生学业情绪问卷》对苏州工业园区的部分小学生进行了调查研究,随机抽取某实验小学的二到六年级学生共251名,对其中的218份有效问卷进行统计分析。结果发现:在小学生中积极与消极情绪并存,积极高唤醒和消极低唤醒情绪得分均较高;小学高年级学生在积极高唤醒学业情绪的体验上显著高于二年级和四年级的学生;三年级学生在消极学业情绪的体验上显著高于其他年级,四年级学生在消极低唤醒学业情绪的体验上显著低于二、三、六年级的学生。     

高中生成就目标、学业情绪和学业成就的关系研究

对526名高中生进行调查,探讨成就目标、学业情绪和学业成就的关系,结果表明：（1）高中男生更多采用成绩趋近和成绩回避目标,女生更多采用掌握回避目标;高二学生更倾向于采用掌握接近目标,高三学生更倾向于采用掌握回避、成绩趋近、成绩回避目标;（2）高中生的成就目标和学业情绪存在显著相关,学业情绪是成就目标和学业成就的有效中介,基本上验证了Pekrun等人的中介模型。     

高职课堂中学生积极学业情绪的调动

高职学生主要存在33种学业情绪,其中消极学业情绪超过积极学业情绪。这些学业情绪受到教师、学生自身、教学内容、教学环境等因素的影响。在课堂中,高职教育者可以通过精心设计活动、优化课堂氛围、注重过程评价等方法来调动学生的积极学业情绪,从而对学生学习效率和学习能力等产生积极作用。     

课堂学业情绪及其影响因素

课堂学业情绪是学习者在课堂情境下产生与学业相关的各种情绪体验,课堂学业情绪研究对增强课堂效果,促进学生认知活动的开展和身心健康有重要的作用。影响课堂学业情绪的个体因素主要表现在自我认知和成就目标等方面;影响课堂学业情绪的环境因素主要表现在教师、教学内容、教育情境等方面;且环境因素通过自我认知起作用。     

高中生学业情绪与心理健康关系的研究

为探讨高中生学业情绪与心理健康的关系,显示通过青少年学业情绪问卷和中学生心理健康量表对辽宁省3所高中一二年级学生共750人的学业情绪和心理健康状况进行测评。结果:高中生的学业情绪和心理健康具有显著的性别、年级的差异;学业情绪对心理健康具有预测作用。最后得出结论:高中生的学业情绪能影响心理健康。     

初中生学业情绪的现状、问题及对策研究

通过对510名初中生进行问卷调查以及对8名初中教师进行访谈,发现初中生的学业情绪以积极为主,排在前3位的学业情绪是希望、高兴、平静,且初中生的学业情绪存在显著的年级、性别和成绩差异;教师认为初中生最严重的学业情绪问题是部分学生存在厌倦情绪。基于此,提出了做好初一学生的情绪疏导与教育引导工作、为学生提供专业的心理咨询以及为学生创设良好情绪氛围三方面的建议。     

学业情绪对听障学生学习投入的影响：成就目标定向的中介作用

学习投入是学习过程的重要观测指标，能够预测学生的学业成就，是学生学业成功的关键因素，是衡量学生学习质量和教育质量的重要指标。以456名3～9年级听障学生为被试，采用问卷调查法考察了听障学生学业情绪现状以及学业情绪、成就目标定向与学习投入之间的关系。结果发现：听障学生学业情绪整体上良好；掌握趋近目标在听障学生积极学业情绪对学习投入的影响中发挥正向的中介作用；成绩趋近目标在听障学生积极学业情绪对学习投入的影响中发挥正向的中介作用；掌握回避目标在听障学生积极学业情绪对学习投入的影响中发挥负向的中介作用。     

基于情绪研究的初中语文学困生成绩提升策略

初中生正值青春发育期,他们的情绪极容易受到影响,总体而言学生的学业情绪主要由消极情绪与积极情绪组成。学生的学业情绪潜移默化地影响着他们的学习成绩与学习质量,尤其对学困生的成绩影响更为明显,加之当前我国有关初中语文学习过程中学业情绪的相关研究较少,可见加强初中生学业情绪的研究尤为重要。主要针对基于情绪研究的初中语文学困生成绩提升策略进行了分析与探讨。     

学习不良青少年与普通青少年学业情绪影响因素的比较

比较学习不良青少年与普通青少年学业情绪的影响因素之间的差异,可以为改善学习不良青少年的学业情绪提供借鉴和指导.采用开放式问卷调查和访谈的形式,以49名学习不良中学生以及52名普通中学生为被试,考察了学习不良青少年与普通青少年学业情绪的影响因素.结果发现,我国青少年学业情绪受到人际、课堂、学业和个人四个方面的影响;学习不良青少年的积极低唤醒学业情绪受学业因素影响最大,普通青少年则受课堂因素和人际因素的影响最大;四方面因素对两类青少年其他学业情绪的影响相同.     

课堂学业情绪内涵建构与价值取向

课堂学业情绪是青少年学生在课堂学习情境中产生的与学习相关的各种情绪体验,近年来逐渐成为教育学和心理学的研究热点。课堂学业情绪研究对提高课堂教学有效性、促进学生认知发展和身心健康有着重要的价值。青少年学生课堂学业情绪既受制于个体自我认知和成就目标等因素影响,又受制于教师、教育情境、教学内容等环境因素的制约和影响,且环境因素通过自我认知起作用。结合课堂学业情绪的特征和功能,培养青少年学生积极课堂学业情绪具有重要的现实意义。     

Relationships between Pupils’ Sociocultural Background,Instruction in School and Writing Achievement

The aim of this study was to explain differences between pupils’ achievements in composition. A theoretic causal model of factors of importance to pupils’ proficiency in writing has been tested with data collected in the Swedish part of the IEA‐study. These data involve the pupils’ sociocultural background, the teachers’ experiences and the teaching of writing. The pupils’ marks for an argumentative composition represent the standard of their achievement in writing. The present analysis includes pupils in grade 9 of the Swedish compulsory comprehensive school. The causal model was verified concerning the relationships between pupils’ sociocultural background and their writing achievement. However, no relationships could be found between teaching in school and pupils’ achievement, a result which is discussed critically.     

Teachers on perceived traits and academic achievements of regular pupils and pupils with special needs in mainstream primary schools

When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil’s knowledge, but is also influenced by the pupil’s behaviour, the teacher’s expectations and finally the relationship established between the teacher and the pupil. This paper contributes answers to the question which of the traits, perceived by teachers, explain the academic achievements of regular pupils and pupils with special needs. Our analysis shows that perceived traits that explain the academic achievement of regular pupils refer to academic as well as social behaviour, disruptive behaviour and self-regulatory behaviour; therefore, they cover all areas of perceived traits we studied. In pupils with special needs as a whole and in particular groups of pupils with special needs, the factor which presents disruptive social behaviour proved as insignificant, which consequently means that the academic achievement of pupils with special needs depends more on academic and self-regulatory behaviour, task activity and social inclusion.     

The impact of school SES composition on science achievement and achievement growth: mediating role of teachers’ teachability culture

ABSTRACT

Previous studies have shown that schools’ socioeconomic-status (SES) composition has an impact on the academic performance of pupils. Less attention has been given to the explanation of this effect. This study examined whether the teachability culture among the school staff (teachers’ collective beliefs about how teachable their pupils are) mediated the school SES effect on science achievement and achievement growth. Multilevel analyses were conducted with data from 1,761 pupils and 1,255 teachers across 66 primary schools in Flanders. First, the analyses indicated that there was a positive association between school SES composition and teachability culture: Even after controlling for cognitive ability and performance of pupils, there was a more pessimist culture in socioeconomically disadvantaged schools. Second, the association between school SES and academic performance was explained/mediated by the teachability culture. However, no school effects or mediation effects were found for achievement growth as the covered period of academic growth was too short.     

School engagement and rights‐respecting schools

Disengagement in school is associated with behavioral problems and decreased academic achievement. In contrast, pupils who are engaged in school develop the academic and social efficacies that underlie successful adulthood. Moreover, engagement promotes educational resilience. This study examines pupils’ self‐reported level of engagement in schools that are explicitly respecting of children’s rights compared with pupils in traditional schools. The Young Students’ Engagement in School Scale was developed and used with 1289 9‐ to 11‐year‐olds from 18 schools, six of which had fully implemented the Hampshire Education Authority’s Rights Respect and Responsibility (RRR) Initiative. Factor analysis indicated four dimensions of engagement: rights‐respecting climate; interpersonal harmony; academic orientation; and participation. Pupils in RRR schools had higher scores on all but the academic dimension. The findings suggest the potential of rights‐respecting schools in promoting engagement and the potential utility of the measure in identifying areas in which pupils’ engagement may need intervention.     

Overcoming Some Addition Difficulties

Abstract

In literature relating to elementary school reading it is commonly contended that attitudes toward reading influence achievement in reading and that teachers’ attitudes (and achievement) affect pupils’ attitudes and achievement. As yet there is little research support for this contention. In opposition is the view expressed in teacher effectiveness literature that there may be a degree of incompatibility between maximizing in pupils both desired cognitive (or achievement) outcomes and desired affective outcomes (for example, favorable attitudes). The validity of these two positions was assessed by administering reading attitude and achievement tests to 251 final-year student teachers and to the grade 4 through 6 pupils (approximately 900) of 48 of these teachers twice during the following year. One-way analyses of variance were used to investigate teacher-pupil relationships. Findings indicated that high achievement and high attitude in teachers were positively associated with high achievement and high attitudes in pupils; in the pupils of low achievement and low attitude teachers, achievement was low, but attitudes were more favorable than those expressed by the pupils of middle achievement and middle attitude teachers.     

Prediction of Success in Secondary School Studies

Nordlund, G. 1974. Prediction of success in secondary school studies. Scand. J. educ. Res. 18,133‐150. Extensive research in predicting academic success in higher education completed in many countries shows that pupils’ average marks (grade‐point average) is the most accurate predictor. The project described here, which supports earlier research, studied the value of the pupils’ present average marks in predicting their academic performance at secondary schoolj compared the prediction value of their average marks with that of ability and achievement tests, and investigated to what extent the selection of pupils can be improved with the help of marks and test results together.     

Does academic self-concept drive academic achievement?

Gaps in GCSE attainment have long been the concern of policy makers, academics, and social commentators, largely due to the importance of these exams for setting children on their future academic and career pathways. In the past a wide range of factors relating to the pupils, their families, and their schools have been found to account for differences in GCSE attainment. In this paper we examine the role of pupils’ beliefs in their own academic ability (academic self-concept). Using Next Steps data, we examine whether pupils with higher academic self-concept do better or worse in their GCSEs than pupils with lower academic self-concept. Results show that on average, controlling for other characteristics, having high academic self-concept increases GCSE scores by four grades. When we compare academic self-concept to measured achievement we find that both high and low attainers have higher probabilities of achieving five A*–C GCSEs and higher GCSE point scores on average if they have high academic self-concept than similarly able students who have lower academic self-concept.     

French secondary school students' perceptions of the education-labor market link

A survey was conducted to examine the strength of beliefs among French school pupils in three perceptions of the education-labor market link traditionally studied in the economy of human capital: ‘productivity’, ‘screening’ and ‘credentialism’. 247 male and female French students aged between 14 and 24 years responded to a paper-and-pencil questionnaire. The purpose of the study is by means of introducing the concepts of ‘productivity’, ‘screening’ and ‘credentialism’ into the field of psychology of education to identify on the one hand the relative dominance of these three conceptions, and on the other hand to study each in relation to classical demographic variables and psychosocial variables such as academic self-evaluation, self-assessment of the range of vocational options and type of education and training sought by the pupils. Results indicate that students are more inclined to believe that the achievement of academic degrees acts more as a ‘screening’ device and as evidence of achievement than a factor enhancing productivity in the workplace. It seems that the variability of the role assigned to education as regards employability depends on the students' social and academic standing and on the way they deal with it.     

Ethnicity and Educational Opportunity: case studies of West Indian male‐white teacher relationships

The paper examines the complexity of West Indian pupils’ adaptations to school. Their situation is such that ability, hard work and a commitment to academic achievement may not be sufficient in the struggle for academic success. West Indian pupils face the additional barrier of staff ethnocentrism, which must be handled without reinforcing the widespread belief that they represent a challenge to teachers’ authority. The size of this task is examined through the use of detailed case studies of pupils drawn from ethnographic research in a single multi‐ethnic inner‐city Comprehensive. The paper describes the strategies which allowed one West Indian pupil to succeed academically, whilst a group of his peers experienced increasingly conflictual teacher‐pupil relations which culminated in academic failure and, in one case, expulsion from the school.