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基于扎根理论的学业预警学生学业情绪的影响因素

The Influencing Factors of Students’ Academic Emotions in Academic Warning Based on Grounded Theory

中国心理学前沿 / 2024,6(4)：576-584 / 2024-04-18 65 61

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• 作者： 吴丽文      陈烨      章孙柔      胡靖杰      诸葛瑛梓      刘礼艳     
• 单位：

  江苏理工学院，常州

• 关键词： 扎根理论；学业情绪；学业预警学生
• Rooted theory; Academic emotions; Academic warning for students
• 摘要： 为探讨学业预警学生学业情绪的影响因素，本研究运用扎根理论方法，对16名学业预警学生进行半结构式访谈，并借助nvivo11质性分析软件对访谈数据进行编码。研究表明：学业预警学生的学业情绪受成就动机、归因方式、自我概念等内部因素以及班级学习氛围、家庭教育方式、教师教育方法等外部因素两部分的影响，容易产生无聊、焦虑、厌烦、无望、羞愧等消极学业情绪。最后，本研究就学业预警学生学业情绪的影响因素提出了总结与展望。
• To explore the influencing factors of academic emotions among students with academicwarning, this study used grounded theory method to conduct semi-structured interviews with 16 studentswith academic warning, and encoded the interview data using nvivo11 qualitative analysis software.Research has shown that the academic emotions of academic warning students are influenced by internalfactors such as achievement motivation, attribution methods, self-concept, as well as external factors suchas class learning atmosphere, family education methods, and teacher education methods, which can easilylead to negative academic emotions such as boredom, anxiety, boredom, hopelessness, and shame. Finally,this study provides a summary and outlook on the influencing factors of academic emotions amongstudents in academic warning.
• DOI： https://doi.org/10.35534/pc.0604065
• 引用： 吴丽文，陈烨，章孙柔，等．基于扎根理论的学业预警学生学业情绪的影响因素［J］．中国心理学前沿，2024，6（4）：576-584．