1、河南大學(xué)碩士學(xué)位論文高中生英語(yǔ)學(xué)業(yè)情緒及其與英語(yǔ)學(xué)習(xí)自我效能感的關(guān)系研究姓名：張典申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：應(yīng)用心理學(xué)指導(dǎo)教師：王濱20100501AbstractEnglishacademicemotionsrefertostudents’achievementemotionsexperiencedinEnglishlanguageteachingandlearningprocessthatdirectlylinkedtoacademi

2、clearningclassroominstructionandacademicachievementAccordingtovalenceandarousaldimensions，Englishacademicemotionsincludepositivehigharousalemotions，positivelowarousalemotions，negativehigharousalemotionsandnegative—lowaro

3、usalemotionsAneffectiveacademicemotionsquestionnaireWaSdevelopedbasingontheoreticalconsiderationsandinterviewresultsofhighschoolstudentsinKaifengThroughsurveyingstudentsinKaifengthestudyexploredthecharacteristicsofacadem

4、icemotionsofhighschoolstudents(1)TherearedifferencesonEnglishacademicemotionsofhighschoolstudentsintheoverallgradeEnglishpositiveemotionsofgrade3ishigherthanthatofgradelandgrade2，whiletheEnglishnegativeemotionsofgrade3is

5、significantlylowerthanothergradesSecond，significanteffectsofgenderinhighschoolstudentswerenotfoundHoweverbepointedoutthatinEnglishpositiveemotiontherearesignificanteffectsofgenderinKghschoolstudents(2)Overall，therearenos

6、ignificantgenderdifferencesamonghighschoolstudentsinEnglishacademicemotionsHoweverthereisasignificantgenderdifferenceinnegativeEnglishacademicemotions：boysexperiencemorenegativehi班arousalEnglishacademicemotionsthangirlsd

7、o，mainlyintheanxietystudiesemotional；boysexperiencemorenegativelowwake—upEnglishacademicemotionsthangirlsdo，includingtiredandirritable—pessimism(3)Higllschoolstudents’Englishacademicselfefficacyhassignificantconnection麗m

8、Englishacademicemotions’fourdimemiomThepositiveEnglishacademicemotionsrelatedtoEnglishacademicselfefficacypositiveandthenegativeemotionsarerelatedtoEnglishacademicselfefficacynegative(4)Higllschoolstudents’Englishacademi