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。

The Effect of Meta-mood on First-year Senior High School Students in Academic Adaptability and Academic Performance

This study aims to explore the meta-mood of senior high school students and their academic adaptability, by using the Trait Meta-Mood Scale （TMMS） and the Academic Adaptability Test （AAT） to test 328 first-year senior high school students. The results show the following： The total score of the TMMS and the scores of its three dimensions on emotional attention, emotional clarity and emotional repair are slightly above the average level. There is no significant difference in gender and region between the students＇ meta-mood. Their meta- mood, especially their emotional repair, followed by their emotional clarity, is positively correlated with both their academic adaptability and their academic performance. Emotional attention, however, is merely slightly correlated with academic adaptability, which acts as the mediator between meta-mood and academic performance. In conclusion, the article suggests developing meta-mood in academic guidance and psychological education.