高中生英語(yǔ)學(xué)業(yè)情緒調(diào)節(jié)策略及其培養(yǎng).pdf

1、河南大學(xué)碩士學(xué)位論文高中生英語(yǔ)學(xué)業(yè)情緒調(diào)節(jié)策略及其培養(yǎng)姓名：田琳琳申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：發(fā)展與教育心理學(xué)指導(dǎo)教師：王可201105IIIABSTRACTThedissertationadoptedthemethodsofliterature，interviewquestionnaireexperimentmethods“Englishacademicemotionalregulationstrategyofhighschoolstud

2、entsInventy”whichwasselfconstructedtotest1319studentswhowereusedassubjects.Thepositivisticptionofthedissertationincludesthreestudies:instudyⅠ，theEnglishacademicemotionalregulationstrategyofhighschoolstudentsInventywasPre

3、liminaryconstructedthenprovedaccdingtomeasurementrulesInstudyⅡusedthecompilationtesttoolsofstudyⅠtoinvestigatetheacteristicofhighschoolstudentsEnglishacademicemotionalregulationstrategyhowtopredictEnglishachievementInStu

4、dyⅢ，onthebasisofthestudyⅡ，weedthestrongerpredictfEnglishachievementthelowerlevelofusingstrategydimensionfstrategictrainingverifiedtheeffectivenessofstrategictraining.Thefollowingresultswereobtained：(1)ThefinalscaleofEngl

5、ishacademicemotionalregulationstrategiesinventyincluded4dimensions:positivecognitivebehaviefftshelpseekingothersrelaxoneselfstrategies.Thequestionnairehadhighreliabilityvalidity(2)Highschoolstudents’Englishacademicemotio

6、nalregulationstrategieswereonadlelevelexceptfhelpseekingothersstrategy.Thereweresignificantdifferencesbetweenstrategiesexceptfpositivecognitivebehaviefftstherelaxoneselfstrategywasusedinhighlevelbutthehelpseekingothersst

7、rategywasnotalwaysused.(3)TherewassignificantgradedifferenceintheuseofEnglishacademicemotionalregulationstrategiesfhighschoolstudentsGradelwassignificantlyhigherthanGrade2intheuseofEnglishacademicemotionalregulationstrat

8、egy；Grade1washigherthanGrade3intheuseofstrategyexceptfpositivecognitivestrategy.(4)TherewassignificantdifferenceintheuseofpositivecognitiveBehaviefftshelpseekingothersstrategiesofhighschoolstudentsfromdifferentgenders，Gi