中学生数学学业情绪的特点及其与数学学业成就的关系

数学学业情绪的测量及评价已受到全球关注,中国中学生数学学业情绪的情况及其对学生数学学习的影响尚有待探究．以1 423名初中学生作为研究对象,调查研究中学生数学学业情绪的特点及其与数学学业成就之间的关系,发现：（1）在数学学习中男生比女生、初一学生比初二及初三学生、公办学校学生比民办学校学生、重点学校学生比普通学校学生有更好的数学学业情绪;（2）学生的数学学业成就与积极学业情绪成显著正相关,与消极学业情绪成显著负相关;（3）积极的数学学业情绪对学生的数学情意领域学习成果具有较强的促进作用,而消极的数学学业情绪对学生的数学学习成绩具有较大的阻碍影响．建议：在数学教育中要特别重视“初二现象”、“女生焦虑”、优质均衡发展的政策支持,以及帮助学生在数学学习中获取成功与规避失败．     

元认知教学对学生学业表现的影响研究——基于20年实验研究和准实验研究的元分析

在以素养为导向的教育改革背景下，元认知教学是培养学生“学会学习”能力的重要教学方法。本研究采用元分析方法，对国内外37篇实验或准实验的研究进行元分析，以探究元认知教学对学生学习学业表现的影响。结果显示，元认知教学显著正向影响学生的学业表现。调节效应分析表明，教学策略、学段和学科对元认知教学和学生学业表现关系的调节效应显著，学生能力和教学时间的调节效应不显著。根据元分析结果，元认知教学策略能显著提高学生的学业表现，在未来的研究中要考虑策略、学段和学科对元认知教学效果的影响。     

通过随笔获取积极的学业自我

中学生学业自我水平与学习成绩关系密切,受到越来越多的教师的重视。有效地帮助学生获取积极的学业自我,对提高学生学习成绩意义很大。语文是实践性很强的学科,＂是实践性课程,应着重培养学生的语文实践能力,而培养这种能力的主要途径也应是语文实践。＂（《义务教育语文课程标准》,2011年版）所以,让学生将掌握的语文知识运用到口头、书面的交流中,能恰当准确、逻辑清晰、真挚感人地进行叙事、议论、     

河北省中学生焦虑现状调查

为考察中学生的焦虑现状,本研究采用Zung编制的焦虑自评量表(SAS)对河北省1 400名中学生进行调查。研究结果:河北省中学生存在焦虑问题,其影响因素包括性别差异、学习成绩以及家庭关系。性别因素对中学生焦虑的产生具有显著性的影响,女生焦虑均分及其检出率均高于男生;河北省中学生学习成绩以及家庭关系因素对焦虑的产生具有极为显著的影响。应针对性地开展心理健康教育,改善中学生的焦虑情况。     

农村中学生学业情绪与学业成就的相关研究

文章选取386名农村中学生为研究对象,采用俞国良等编制的<青少年学业情绪问卷>对农村中学生学业情绪与学业成就的关系进行了研究.发现农村中学生的学业情绪时学业成就有显著的联合预测作用,其中"希望""厌倦"和"无助"等具体情绪具有显著的预测作用.除"满足"和"焦虑"两种具体情绪外,学业成就对其他情绪的回馈预测作用均达到显著水平.     

初中生自我概念、自我监控学习行为、学习策略对学习成绩的影响

通过对265名初中生进行的自我概念，自我监控学习行为，学习策略与学习成绩关系的研究。结果表明：1、自我概念，自我监控学习行为，学习策略与学习成绩有显著的关系，但关系的密切程度有差异；2、自我概念中的学业自我概念及学习策略对学习成绩有直接效应，非学业自我概念，自我监控学习行为通过学业自我概念，学习策略对学习成绩有间接效应。     

农村中学生学业情绪与学业成就的相关研究

文章选取386名农村中学生为研究对象,采用俞国良等编制的《青少年学业情绪问卷》对农村中学生学业情绪与学业成就的关系进行了研究。发现农村中学生的学业情绪对学业成就有显著的联合预测作用,其中希望厌倦和无助等具体情绪具有显著的预测作用。除满足和焦虑两种具体情绪外,学业成就对其他情绪的回馈预测作用均达到显著水平。     

中学生考试焦虑状况及其与家庭环境因素的相关研究——以呼和浩特市初中生调查为例

本研究采用Sarason考试焦虑量表和家庭环境量表对呼和浩特市某中学218名初中生进行调查,旨在了解呼和浩特市中学生考试焦虑的现状,并探讨考试焦虑与家庭环境因素的关系。结果发现考试焦虑水平不存在性别差异,初三年级学生考试焦虑水平显著高于其他各年级学生,学习成绩优秀组显著低于学习成绩一般组和较差组。考试焦虑水平与家庭环境量表中的亲密度、情感表达和娱乐性成负相关,与矛盾性、成功性和控制性成正相关。这说明初中生考试焦虑问题较普遍,考试焦虑与家庭环境因素关系密切。     

学业情绪和学习压力对高中生学业成绩的调节作用

本研究探讨学业情绪、学习压力对高中生学业成绩关系的影响,为提高高中生的学习成绩提供理论依据,采用学业情绪问卷、心理健康问卷中的学习压力分问卷对750名高中生进行调查.结果发现:高中生学业情绪存在年级与性别差异;学习压力与学业情绪中的积极高唤醒、消极高唤醒、学习成绩呈显著负相关,与积极低唤醒、消极低唤醒呈显著正相关;学业成绩与学业情绪中的积极高唤醒、积极低唤醒呈显著正相关,与消极高唤醒、消极低唤醒呈显著负相关.积极高唤醒 ×学习压力交互项、消极高唤醒×学习压力交互项均对学习成绩有预测作用.学习压力对学业情绪与学业成绩的关系具有一定的调节效应.     

自尊与学业拖延行为的关系：一项元分析

运用元分析方法探究自尊与学业拖延行为的关系.经过文献检索和筛选,共有74篇中英文文献,88个独立样本纳入元分析.通过随机效应模型分析发现,自尊与学业拖延行为呈高等程度的负相关,学业拖延测量工具、被试类型、文化背景和性别均能显著调节两者关系,表明自尊与学业拖延行为的关系密切.未来应开展纵向研究或实验研究来揭示自尊与学业拖延行为的因果关系.     

青少年学业情绪对学校生活满意度的影响:乐观的调节作用

为验证学业情绪与学校生活满意度之间的相关性,检验乐观在学业情绪与学校生活满意度之间的调节作用,采用学业情绪问卷、乐观问卷与学校生活满意度问卷对三所高中的中学生进行问卷调查。结果:积极学业情绪正向预测学校生活满意度,消极学业情绪则负向预测;乐观可调节消极学业情绪与学校生活满意度之间的关系,但是乐观对高、低唤醒学业情绪的调节作用大小不同;乐观不可以调节积极学业情绪与学校生活满意度之间的关系。结论:乐观是消极学业情绪与学校生活满意度之间的调节器。     

School-related stress and cognitive performance: A mood-induction study

Previous research indicates that mood can have both negative and positive effects on students' cognitive processes, and that school-related stressors may negatively impact on academic performance. However, little is known about the role of negative mood specifically originating from stressful situations experienced in the school setting in children's cognitive performance. This study aims to assess 1) the effect of viewing a film clip of a school-related stressor on students' mood, and to test whether a positive guided imagery (PGI) can reduce it; 2) the effect of a mood-induction procedure (MIP) and PGI on basic academic performance; 3) if students with different degrees of school adaptation perform differently after experiencing the MIP and PGI. Participants were 205 students (103 girls) aged between 8 and 13 years, recruited in primary and lower secondary schools in Northern Italy. Participants were randomly assigned to two groups undergoing: 1) only MIP, and 2) MIP followed by PGI. Students completed mood questionnaires and a basic processing speed math task before and after the mood induction. In addition, they were asked to report on their school anxiety, school stress manifestation, and quality of the student–teacher relationship via self-report questionnaires. Both the MIP and the PGI proved to be effective. Students' basic academic performance significantly decreased in the MIP group, but not in the PGI group. Participants with higher school adaptation were more affected by the MIP and PGI compared to children with lower school adaptation. The discussion addresses the significance of these results for theory on the effects of mood on students' learning as well as for practice in educational settings.     

Educational equity,academic standards,and countercontrol: Preventing academic deficits with supplemental interdependent rewards

School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group-oriented contingencies can be applied to broader efforts designed to prevent learning problems class-wide. Independent group-oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a 90% average). Research suggests overreliance on these contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students with weaker academic skills. Theoretical and applied research is analyzed which suggests that maintaining ubiquitous independent rewards and providing supplemental interdependent group-oriented bonus rewards may allow educators to a) maintain their academic standards, b) enhance educational equity by improving learning in students who may not respond to typical independent group-oriented rewards, and c) enhance classroom climates. Also, recommendations are provided that may allow educators to mitigate concerns over perceived unfairness associated with interdependent group-oriented rewards.     

Academic Outcomes of Ability Grouping Among Junior High School Students in Hong Kong

Abstract

Ability grouping is supposedly undesirable because it leads to deficits in academic self-concept and academic achievement. However, it appears to be justifiable for its improvement of teaching and learning in schools, perhaps more so in a collectivist culture. In view of the paucity of data examining the controversy in Hong Kong, the authors collected data from 2,720 junior high school students with a random sampling procedure and obtained teachers' reports about the students' subsequent academic achievement, ability grouping, and the ability level of the class. The authors maintained students' past academic achievement as a control variable in predicting their subsequent academic achievement and self-concepts. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Rather, students in classes that were more homogeneous according to past academic achievement tended to have significantly higher subsequent academic achievement and self-esteem. Results revealed no variation attributable to each student's gender and IQ in the effects of ability grouping.     

Exploring the relationship among learning patterns,personality traits,and academic performance in freshmen

Providing information about how 1st-year students learn may help colleges plan actions aimed at increasing students' persistence in higher education programs. This research aims to assess 1st-year students' academic performance, using a path analysis to establish inter-correlations among students' personality traits, learning patterns, high school achievement, and objectively measured outcomes. Participants included 509 freshmen from different academic disciplines. Results show a causality relations model in which Conscientiousness positively influences Sequential and Precise learning patterns as well as academic performance. The path model also confirms Extraversion as a negative antecedent of the Technical learning pattern. It is argued that knowing students is a primary step to putting them in a position to become an active part of the learning process.     

博士生的学术经历、学术志趣与科研能力增长的关系

博士生的学术经历和学术志趣对科研能力增长的重要作用已得到实证研究的支持,不过很少有研究能够综合考察不同方面的学术经历以及学术志趣对科研能力增长的预测作用。基于1286份博士生调查数据进行相关探索,结果发现：（1）博士生的学术志趣对科研能力增长的正向预测作用最大,超过了前沿涉猎、导师指导、课程学习等学术经历的预测作用;（2）导师指导是对博士生学术志趣正向预测作用最大的变量;（3）与人文社科博士生相比,理工科博士生的学术志趣与科研能力增长具有更强的关联;（4）学术志趣在前沿涉猎、导师指导、课程学习等学术经历与科研能力增长之间存在中介效应。上述结果支持了学术志趣在博士生学术训练中的重要性,而导师在博士生学术志趣的激发方面扮演着关键角色。     

Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning (‘jigsaw classroom’). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning.     

Developmental patterns of school students' motivational‐ and cognitive‐metacognitive competencies

This study examined the metacognitive developmental patterns of Hong Kong school students. Students rated their own metacognitive competencies by responding to an inventory of six motivational‐ and cognitive‐metacognitive subscales. Results showed that students' metacognitive competencies decreased with age—from primary 4 (age 9) to secondary 5 (age 17)—with a sharp decline noticeable at the primary/secondary school transition. Age had a more powerful effect than gender on students' perception of their metacognitive competencies. This decreasing pattern of Hong Kong students' metacognitive competencies is contrary to the developmental trends found in Western countries. However, the comparatively high academic performance of Hong Kong students also suggests some different recommendations about student learning.     

“‘Sink or swim’: buoyancy and coping in the cognitive test anxiety – academic performance relationship”

This study explores the relationship between students’ self-report levels of cognitive test anxiety (worry), academic buoyancy (withstanding and successfully responding to routine school challenges and setbacks), coping processes and their achieved grades in high-stakes national examinations at the end of compulsory schooling. The sample comprised 325 English students in their final year of secondary school preparing for high-stakes examinations. While controlling for prior attainment and gender, higher worry predicted lower examinations scores. This was partially mediated by less use of effective pre-exam coping strategies. Academic buoyancy moderated the indirect relationship such that the indirect negative relationship from worry to examination performance was stronger when academic buoyancy was lower. The paper concludes that providing in-school training in task-focus and orientation and how to withstand academic pressures may help to ameliorate the influence of performance-interfering worries, and potentially enhance performance among students inclined to worry about examinations.     

Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools

The Big-Fish-Little-Pond Effect (BFLPE) suggests that school-average achievement has a negative effect on academic self-concept (ASC); some research has also verified a negative effect on students' academic achievement. Our study evaluates the compositional effects of school-average achievement on both outcomes, using a longitudinal sample of English early primary school students in Year 1 and Year 4. We provide evidence for BFLPEs in children as young as six to nine years of age. Further, we show that the BFLPE is a potential mechanism in the negative compositional effect of school average achievement in Year 1 on students' achievement in Year 4. Once adjustments for measurement error are made, the negative effect of school-average achievement on students' self-concept, and on their subsequent achievement, becomes even more negative. Our findings question previous research suggesting that attending a school with higher average achievement necessarily advances students’ outcomes.