Linking Students' Emotions and Academic Achievement: When and Why Emotions Matter.
Linking Students' Emotions and Academic Achievement: When and Why Emotions Matter.
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DOI：
10.1111/j.1750-8606.2011.00192.x
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发表时间：
2012-06
影响因子：
6.4
通讯作者：
Eisenberg N
中科院分区：
文献类型：
--
作者：
Valiente C;Swanson J;Eisenberg N
很少有研究将情绪或情绪性的个体差异与学术能力联系起来，而且几乎没有经验数据来说明这种联系何时存在或为什么存在（或不存在）。少数关于情绪和成就的研究主要集中在焦虑上，但很少有理论和经验关注其他情绪的治疗。研究者认为，考虑学生情绪对学业成绩的调节和间接影响，有助于理解情绪是否以及在何种情况下与学业成绩相关。本文简要回顾了情境和性格的消极或积极的情绪与学业成绩的联系，并建议研究人员可以通过考虑努力控制的潜在调节作用，以及考虑认知过程，动机机制和课堂关系在联系情绪和成就中发挥的中介作用，来了解情绪和成就之间的关系。
Few studies include associations of emotions, or of individual differences in emotionality, to academic competence, and there are virtually no empirical data on when or why relations exist (or do not exist). The few studies of emotion and achievement have largely focused on anxiety, but there has been scant theoretical and empirical attention devoted to the treatment of other emotions. It is suggested that considering the moderated and indirect effects of students’ emotions on their academic functioning may provide an understanding of whether and under what circumstances emotions are related to achievement. This article briefly reviews findings linking situational and dispositional negative or positive emotions to academic achievement and suggests that researchers can learn much about relations between emotions and achievement by considering the potential moderating role of effortful control, as well as considering the mediating roles that cognitive processes, motivational mechanisms, and classroom relationships play in linking emotions and achievement.
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