中国临床心理学杂志

学业情绪对数学成绩的影响:智力的调节作用

作者：朱殿庆张建新

单位：1. 中国科学院心理研究所北京 100101 2. 中国科学院大学北京 100049

分类号：R395.6

出版年,卷(期):页码：2017,25(2):355-358

摘要：

目的：探讨智力在高中生学业情绪与数学成绩之间的调节作用。方法：采用青少年学业情绪问卷、托尼非文字智力测验对1316名高中学生（女生46.7%）进行测查。结果：①高中生学业情绪存在显著的智力差异，智力水平越高，学业情绪更为积极；存在显著的性别差异，男生积极学业情绪多于女生，消极学业情绪少于女生；②积极高唤醒、积极低唤醒和消极低唤醒学业情绪均能显著预测数学成绩，且积极学业情绪具有正向预测作用，消极学业情绪具有负向预测作用；③智力在低唤醒学业情绪和数学成绩之间有显著的调节作用，智力水平越高，学业情绪对数学成绩的影响越大。结论：智力在低唤醒学业情绪对数学成绩的影响中起到了显著的调节作用。

Objective: To explore the moderating effect of intelligence in the link of academic emotions on mathematics achievement. Methods: A survey was conducted on 1316 senior high school students (46.7% girls) by using Adolescent Academic Emotions Questionnaire and Test of Nonverbal Intelligence(TONI-2). Results: ①Students with higher level of intelligence showed more positive academic emotions. Compared with girls, boys showed more positive academic emotions and less negative academic emotions. ②Positive and negative academic emotions predicted mathematics achievement positively and negatively, respectively. ③Intelligence had a moderating effect between low arousal academic emotions and math performance, suggesting the higher the level of intelligence, the greater the influence of academic emotions on mathematics achievement. Conclusion: Intelligence moderates the effect of low arousal academic emotions on math performance.

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参考文献：

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