Keywords higher vocational colleges; Students; Academic sentiment; School performance
First of all, the questions raised
Students' academic mood is not only related to their physical and mental health, but also related to learning efficiency. Looking at the previous studies, it is not difficult to find that there are many studies on academic emotions in China, but there are few studies on higher vocational students, and even fewer studies can systematically discuss the relationship between academic emotions and academic performance of higher vocational students. Based on the above reasons, the author selected students from vocational colleges in Shaanxi Province as samples to investigate their academic emotions and related problems, and put forward some feasible suggestions to guide their negative academic emotions.
Second, research methods.
1. Research object. The researcher randomly selected vocational students from more than a dozen universities in Shaanxi Province as subjects, distributed 380 questionnaires, and recovered 36 1 questionnaire, with an effective recovery rate of 95%. In the valid questionnaire, boys 152, girls 209. Science students 223, liberal arts students138; First-year students 15 1, second-year students 13 1, and 79 third-year students.
2. Research tools. ① Adolescent Academic Emotion Scale. The Adolescent Academic Emotion Scale was compiled by Dong Yan and Yu Guoliang. It is divided into four components: positive high arousal, positive low arousal, negative high arousal and negative low arousal, including 72 items, covering 13 academic emotions. The reliability and validity of the scale are good, and the theoretical conception is also good. ② Measurement of academic achievement. The measurement of academic performance is based on the academic performance of 13 1 sophomores who offer both public and professional courses. Different majors have the same number of courses, including 2 specialized courses and 4 public courses. The GPA is used to compare academic performance.
3. Measurement and data processing. This study takes the class as a unit, completes the questionnaire survey under the unified guidance, and finally collects it on the spot. The collected data were analyzed by SPSS 18.0 software package.
Third, the results and analysis
1. Overall characteristics of academic emotions of higher vocational students. Generally speaking, vocational college students experience the most negative academic emotions in the learning process. The reasons may be: first, lack of self-confidence and strong sense of inferiority. Most vocational college students are the last batch of soldiers who survived the college entrance examination. They often encounter failures or setbacks in their study and life in higher vocational colleges, and then have negative emotions such as boredom and helplessness. Second, social cognitive bias. Under the pressure of social prejudice such as "second-rate education" in higher vocational colleges, many students always feel inferior and lack self-confidence, especially in their studies, which means giving up on themselves and breaking the jar.
2. Gender characteristics of vocational college students' academic emotions. The results of this study show that female students in higher vocational colleges are significantly higher than male students in negative and positive arousal emotional experience. The reasons may be as follows: First, according to the teaching experience of researchers in higher vocational colleges, female students face greater employment pressure in higher vocational colleges, and their initiative in learning makes them experience more positive academic emotions. Secondly, boys and girls have different psychological characteristics. Emotionally, girls are more delicate, sensitive and vulnerable to fluctuations than boys, and their emotional ups and downs are also higher than boys. Therefore, it is necessary for schools to give special emotional guidance to girls in educational practice.
3. Grade characteristics of academic emotions of vocational college students. The positive emotions of second-year students in higher vocational colleges are higher than those of first-year and third-year students, and the negative emotions are lower than those of first-year and third-year students. The reason may be that freshmen enter the university from middle school after the college entrance examination, which means starting over in a strange new environment. Therefore, freshmen will encounter setbacks and difficulties in their adaptation. In this case, it is inevitable to have negative emotions or have a high experience of negative emotions. Junior students are about to graduate, and their future goals are unclear. Worry and uncertainty about the future will inevitably reduce their positive emotional experience.
4. Academic emotions and academic achievements of higher vocational students. This study found that different dimensions of academic emotions are significantly related to academic performance. Among them, the two dimensions of positive academic emotion are positively correlated with the academic performance of higher vocational college students, and the two dimensions of negative high academic emotion are negatively correlated with academic performance, which shows that both positive and negative emotional States have certain influence on the academic performance of higher vocational college students. The emotional state of higher vocational students will affect their study, and a good mood will make students learn more actively and the learning effect will be good.
Four. Countermeasures and suggestions
This study found that students experienced more negative emotions than positive emotions in the learning process. Many studies have pointed out that rational emotional education is more suitable for improving bad emotions. Therefore, it is of great significance to strengthen the rational emotional education for students to improve their mental health, especially their emotional health. Rational emotion education mainly emphasizes that individuals should learn to accept themselves, thus helping individuals to establish correct beliefs, think rationally and cultivate stable emotions. It first makes students realize that the negative emotions in learning are caused by their unreasonable views, then makes them change these unreasonable beliefs and realize their own advantages and learning ability, and finally improves their confidence in learning and their academic self-concept.
References:
Yu Guoliang, Dong Yan. Development and Application of Adolescent Academic Emotion Questionnaire [J]. Journal of Psychology, 2007,39 (5): 852-860.
[2] Ma, Shen Deli. Experimental study on systematic psychological intervention to improve the good academic mood of junior two students. Psychological Science, 2009, 32 (4): 778-782.
[3] Wu Lijuan. Curriculum design of rational education. Taipei: Psychological Publishing House, 200 1 etc.
Fund Project: This paper is a research project on education and teaching in shaanxi university of technology (project number JY 1 1-4 1).