先前学业成就与学习动机、策略的关系：学业情绪的中介作用

摘要： 采用整群抽样法抽取高中生670名，分别用学业情绪问卷、学习动机问卷和学习策略问卷来探讨学业情绪在先前学业成就与学习动机、学习策略之间的中介作用。以学业情绪的控制-价值理论和认知-动机模型为基础，运用偏差矫正百分位的非参数Bootstrap法对学业情绪的中介作用进行检验，结果发现：积极学业情绪在先前学业成就与学习策略、学习动机间起完全中介效应；消极学业情绪在先前学业成就与学习策略、学习动机间起部分中介效应。
Abstract: Academic Emotion refers to various emotional experiences related to students' academic activities in teaching and learning activities. Positive academic emotions can help students to cultivate active learning attitude, and to promote students' health development in both physical and mental. Academic emotions can affect learning process and academic achievement, but the success and failure in learning can also affect students' cognitive evaluation and academic emotions, which is a causal circulation among cognition, emotion, motivation variables. The influence of academic emotions on academic achievement and the mediation mechanism has been confirmed by many researchers, but research about the influence of previous academic achievement on academic emotion is not enough, especially the relationship and mechanism of the variables are not clear, and the existing studies are scattered. Under the background of performance value education background in China, more consideration should be given the adverse effect of previous academic achievement on academic emotions. High school students are in a critical period of learning, to get good grades is the common expectations of parents, teachers and high school students themselves. Therefore, it is necessary to study high school students, and systematically explore the influence of academic performance on academic emotion, learning motivation and learning strategies. In the present study, Academic Emotions Scale, Learning Motivation Questionnaire and Learning Strategies Questionnaire were adopted to investigate 670 high school students, and used non-parametric bias-corrected percentile Bootstrap method to study the relationship among previous academic achievement, academic motivation and learning strategies as well as the mediating effect of academic emotion. Results are as follows: (1) Previous academic achievement was positively correlated with positive-high arousal emotions and positive-low arousal emotions (p<.01), and were negatively correlated with negative-low arousal emotions (p<.01); Previous academic achievement was positively correlated with internal goal orientation and task value (p<.01), and was positively correlated with capability belief (p<.05); Previous academic achievement was positively correlated with meta-cognitive strategy and resource management strategy