| 学习焦虑与成败归因倾向关系的研究 |
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| 引用本文： | 洪幼娟.学习焦虑与成败归因倾向关系的研究[J].武汉工程职业技术学院学报,2009,21(4):58-60. |
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| 作者姓名： | 洪幼娟 |
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| 作者单位： | 福建师范大学教育科学与技术学院,福建,福州:350007 |
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| 摘 要： | 归因与情绪有着密切的关系。根据韦纳的归因理论，不同的归因方式引发不同的期望和情绪反应。学习焦虑作为学生学习过程中重要的情绪因素，对学生学习成绩的影响较大。在成功情境下，低焦虑水平的学生倾向于内部归因，高焦虑水平和中等焦虑水平的学生倾向于外部归因。在失败情境下，高焦虑水平学生倾向于内部归因，中等焦虑水平和高焦虑水平的学生倾向于外部归因。对如何调节高学习焦虑提出几点建议。
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| 关 键 词： | 学习焦虑 归因倾向 情绪调节 |
A Reviews on the relationship between Learning Anxiety and Attribution Tendency |
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| HONG Youjuan.A Reviews on the relationship between Learning Anxiety and Attribution Tendency[J].Journal of University for Staff and Workers of Wuhan Iron and Steel(Group)Corporation,2009,21(4):58-60. |
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| Authors: | HONG Youjuan |
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| Institution: | HONG Youjuan |
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| Abstract: | There is a close connection between attribution and emotion. According to Weiner＇s attribution theory,different attribution tendencies lead to different expectations and emotions. As an important factor in the learning process,learning anxiety takes a greater impact on student learning achievement. Under success situations, students of low anxiety level tend to internal attribution while those of high anxiety level and medium anxiety level tend to external attribution. Under failure situations, students of high anxiety level tend to internal attribution while those of medium anxiety level and anxiety high level tend to external attribution. At the same time,this paper gives some suggestions on how to adjust high learning anxiety. |
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| Keywords: | learning anxiety attribution tendency emotional regulation |
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