家庭微系统对学业情绪的影响——一项来自访谈的结果
The Effect of Family Microsystem on Academic Emotions—A Study from the Interview

DOI: 10.12677/AP.2015.51003, PP. 14-22

Keywords: 家庭微系统，学业情绪，藏书量，父母关系，父母教育期望
Family Microsystem, Academic Emotions, Amount of Books, Parental Relationship, Parental Education Expectation

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Abstract:

本研究采用半结构式访谈考察了家庭微系统对子女学业情绪的影响。初一至高二共135名学生参加了访谈。结果表明，在家庭物理环境中，大多数青少年认为家庭收入对自己的学业情绪没有影响，有独立学习空间、家庭书籍量多会对青少年的学业情绪有影响；在家庭及父母特征中，更高比例的青少年认为父母的受教育程度、职业、父母表达情绪的特点以及父母调节情绪的方式均不会影响自己学业情绪，然而父母关系不融洽的被试多数认为该因素影响了自己的学业情绪；在家庭心理环境中，更高比例的被试认为父母陪伴学习、父母对青少年的教育期望以及对待青少年成绩的态度等家庭因素对自己的学业情绪有影响，大约有一半的被试认为与父母的关系会影响自己的学业情绪。
This research adopts semi-structured interviews to investigate the family microsystem’s effect on children’s academic emotions. 135 students took part in the interviews. The results showed that, in the family physical environment, a majority of teenagers considered that family income had no effect on their academic emotions, while independent learning space and family book quantity would affect adolescent’s academic emotions; In family and parents characteristics, a higher pro-portion of teenagers thought that parental education, occupation, the characteristics of parents express emotions and the way they regulate emotions would not influence their academic emotion, while most teenagers whose parental relationship not harmonious thought that the factor affected their academic emotions; In the family mental environment, a higher proportion of subjects con-sidered that parents accompany learning, parental educational expectation and the attitude toward scores affected their academic emotions, and approximately half of the subjects thought that their relationship with parents could influence their academic emotion.

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