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How to save the academic emotion of junior high school students in the era of big data?

机译:如何在大数据时代拯救初中生的学术情感?

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With the rapid development of Internet technology and society, China has entered the era of big data. While this technology has made great contributions to the society, it has also brought some disadvantages. Due to excessive information and wrong values, students are easy to make wrong attribution for academic failure, as well as produce anxiety, depression and other negative academic emotions. Therefore, it is necessary to study students' academic emotion, which is considered as an important factor affecting their academic performance and physical and mental health. Previous studies have only explored the effect of academic achievement attribution on academic emotion. The purpose of this paper is to study whether the relationship between academic achievement attribution and academic emotion is mediated by parents' expectations. Study was based on a cross-sectional design ($mathrm{N}=800$; mean age=13.22) of students from 8 different classes. The study was conducted through questionnaires. The results of the study: (1) The junior high school students' attribution of academic achievement, academic emotion and parental expectations were all correlated. (2) The internal attribution of students' academic achievement and parents' expectation directly predict the positive academic emotion, while the external attribution of students' academic achievement does not. (3) Academic achievement attribution significantly predicted negative academic emotion, while parental expectations had no significant influence on negative academic emotion. (4) Attributions of junior high school students' academic performance can influence positive and negative academic emotions by influencing parents' expectations. The increase in internal attributions of students' academic achievement promoted an increase in positive parental expectations, which further generated positive academic emotions.
机译:随着互联网技术和社会的快速发展,中国已进入大数据时代。虽然这种技术已经取得了对社会的巨大贡献,也带来了一些弊端。由于过多的信息和错误的价值观,学生很容易做出学业上的失败,以及产生焦虑,抑郁等不良情绪的学术错误归因。因此,有必要研究学生的学习情绪,这被认为是影响其学习成绩和身体和心理健康的一个重要因素。以往的研究只探讨学术成果归属的学术情绪的影响。本文的目的是研究是否学术成果的归属和学术情感之间的关系被父母的期望介导的。研究是基于剖面设计( $ mathrm {N} = $ 800 ;来自8个不同班级的学生的平均年龄= 13.22)。该研究通过问卷调查进行的。这项研究的结果:(1)初中学生的学业成绩,学业情感和父母的期望的归属都相关。 (2)学生的学习成绩和父母的期望内部的归属直接预测积极情感的学术,而学生的学习成绩外部归因没有。 (3)学术成果的归属显著预测消极情绪的学术,而父母的期望对负面情绪的学术没有显著的影响。 (4)的初中学生的学业成绩可以通过影响父母的影响积极和消极学业情绪的预期归因。在学生的学业成就归因内部的增加促进了积极的父母的期望,这进一步产生积极的学术情绪的增加。

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