高校学生运动员运动焦虑现状及调控方法研究     

邵国华 《吉林体育学院学报》2011,27(2):87-88

利用问卷调查法和数理统计法对内蒙古地区部分高校学生运动员的运动焦虑进行了研究,并针对高校运动员的竞赛特质、焦虑现状提出了可供参考的方法措施,为学生运动员竞赛特质焦虑保持在适宜水平提供参考。  相似文献   

对普通高校业余撑竿跳高运动员赛前焦虑情绪的分析     

邓邦桐  李马仁 《吉林体育学院学报》2011,27(1):105-106

赛前焦虑情绪对运动员的比赛成绩会产生较大影响,特别是普通高校业余运动员。由于受身体素质、动作技术的熟练程度等方面的制约,普通高校业余运动员很容易受外界环境的影响而产生焦虑情绪,故对他们进行赛前心理素质训练是一个十分重要的训练环节,也是现代竞技体育比赛中的一个重要训练手段。通过对以往所指导的普通高校业余运动员进行研究,分析焦虑所产生的原因,提出一些心理干预方法,与广大同行者共勉。  相似文献   

运动对我国大学生焦虑情绪影响的meta分析     

李洪伟  戴俊 《体育科技文献通报》2022,(2)

目的:通过meta分析不同运动方式对我国大学生焦虑情绪影响,寻找降低大学生焦虑的最佳运动方案。方法:制定检索策略、纳入标准和排除标准,通过检索中国知网、万方和维普数据库,检索时间从2011年1月起至2021年3月,按照纳入和排除标准进行文献筛选和数据提取。采用R的“meta”分析软件包进行数据分析。结果:Meta分析结果显示运动干预能显著降低大学生的焦虑自评量表与症状自评量表的焦虑评分SMD=-0.98,95%-CI[-1.25;-0.70],z=-7.01,P<0.01。亚组分析发现,球类运动与有氧运动对焦虑情绪的影响效果明显好于进行运动;每周2次以上运动对焦虑情绪的影响效果好于每周进行2及以下;进行大强度运动对焦虑情绪的影响效果明显好于进行中等强度运动,进行中等强度运动对焦虑情绪的影响效果明显好于进行小强度运动;每次锻炼30-60min与60min以上的锻炼效果不存在显著区别。结论:各种运动均能降低大学生焦虑水平。中大强度球类或有氧运动,每次运动30min以上,每周运动三次及以上对焦虑情绪的影响效果最佳。  相似文献   

“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures     

Katarzyna Gogol  Martin Brunner  Thomas Goetz  Romain Martin  Sonja Ugen  Ulrich Keller  Antoine Fischbach  Franzis Preckel 《Contemporary educational psychology》2014

Because testing time in educational research is typically scarce, the use of long scales to assess motivational-affective constructs can be problematic. The goal of the present study was to scrutinize the psychometric properties of short scales (with three items) and single-item measures for two core motivational-affective constructs (i.e., academic anxiety and academic self-concept) by conducting systematic comparisons with corresponding long scales across school subjects and within different subject domains (i.e., mathematics, German, French). Statistical analyses were based on representative data from 3879 ninth-grade students. All short forms possessed satisfactory levels of reliability (range: .75–.89) and substantial correlations with the long scales (range: .88–.97); correlational patterns with educational student characteristics (e.g., achievement, school satisfaction, gender, academic track, and socioeconomic status) were comparable to those obtained with the corresponding long scales (all average differences in correlations below .07). The correlational patterns between all single-item measures and the external criteria were similar to those obtained with the corresponding long scales (all average differences in correlations below .08), yet the single-item measures demonstrated low to modest score reliabilities (estimated with the model-based omega coefficient; range: .22–.72) and correlations with full scales (range: .50–.88). When long scales are not applicable, short forms and perhaps even single-item measures may represent psychometrically sound alternatives for assessing academic anxiety and academic self-concept for educational research purposes.  相似文献   

地方院校英语学困生成因分析及其转化对策     

马琰 《商洛学院学报》2013,27(1):84-88

为了解决地方院校学困生问题,对此现象作深入研究。采用问卷调查法,从内、外因两方面对地方院校英语“学困生”（以重修课学生为例）的形成原因作以分析,提出建立“主体间性”的师生关系,树立和谐、多元教学观念,引入学习策略指导机制以及提高教师素质是转化和改善英语学困生学习状况的有效途径。  相似文献   

Language anxiety caused by the single mode of instruction in multilingual classrooms: The case of African language learners     

《Africa Education Review》2013,10(3):447-459

ABSTRACT

The capacity to use language is unique from one individual to another. This could also depend on the individual's exposure to a language. This article aims to contribute to the growing area of research on language anxiety by exploring the extent to which language anxiety affects learners’ performance in learning in multilingual classrooms, especially African learners who are learning English as a second language. Learners, especially in the Intermediate Phase in South Africa who are learning in a second language for the first time, may experience a certain level of anxiety because that language is foreign to them. The discussion idea is further advanced by exploring the use more than one language in teaching in order to promote learner autonomy in the learning process. The conclusion will try to provide possible means to deal with language anxiety amongst learners in order to improve learner performance.  相似文献   

Is mathematics anxiety a factor?: First-year university students provide answers     

《Africa Education Review》2013,10(1):20-29

Abstract

South Africa finds itself with skills shortages in scientifically oriented professions. A major contributor to this has been students’ failure in mathematics. This study set out to identify students who self-reported mathematics anxiety and determine if this was a factor in their studies. Participants were 204 mathematics first-year students registered for degrees in Engineering, Information Technology, and Natural Science. Included in this group were Foundation Year students. Results indicated that the majority of students admitted to higher levels of anxiety. With respect to the different degree programmes, chemistry students reported higher anxiety. Specifically, a negative association was established between performance and mathematics evaluation anxiety. It is concluded that lecturers through investigations such as this can identify and isolate highly anxious mathematics students. Such students may receive remedial psychological help or at least, lecturers may revise their presentation methods to suit these particular students. The study also concluded that there are underlying problems within the teaching and learning of mathematics among the study sample. As is typical of this type of investigation, a number of questions remain unanswered such as what the sources of students’ mathematics anxiety are and how these relate to the variables investigated here. A follow-up study will focus more closely on these issues.  相似文献   

从生命体验到反抗哲学——论鲁迅《野草》哲理内涵的实现方式     

任毅  陈国恩 《海南师范大学学报(社会科学版)》2013,(8):24-29

鲁迅的《野草》贯穿着焦虑的生命体验,主要表现为孤独焦虑、死亡焦虑,反映了“五四”落潮的时代困境、进化论观念局限、伦理与情爱矛盾等对鲁迅早期思想的影响。在《野草》中,鲁迅通过反向形成的心理防御方式用象征手法实现了内在焦虑的平衡。焦虑的存在使他获得了正视自我批判自己的勇气,并从中激发出他独特的反抗哲学。自我生命体验哲理化,这正是《野草》深刻哲理内涵的转化实现方式。  相似文献   

外语课堂学习焦虑研究综述     

崔燕 《鸡西大学学报》2013,(12):105-106

焦虑是外语学习过程中不可忽略的情感因素之一,关于外语课堂学习焦虑的研究,国内外学者比较统一的结论是：外语课堂学习焦虑与学生的外语成绩,包括听说读写各方面的成绩,呈显著负相关。目前针对非英语专业学生的课堂焦虑研究较多,而针对英语专业学生的研究则较少,研究深度也有待加强。  相似文献   

高职非英语专业新生英语学习焦虑研究   总被引：2，自引：0，他引：2  

刘力鸥 《鸡西大学学报》2013,(7):122-123

许多大学新生在由高中生到大学生的过渡中,因为学习和生活习惯的改变会引起焦虑情绪问题。通过调查研究发现,非英语专业新生普遍存在焦虑情感障碍,进而提出减轻大学新生英语学习焦虑的建议。  相似文献