1、 2007, 39(5):852 860 ActaPsychologicaSinica852 l :2006 -09-26SE1 S “ 8 +、# ”(30570614);S v S “8M1 *t f。 L= ,、 n、 | 8 f,“9 3 f8, ST51. ? 1 52. H fB1 b 53. ? I k54. H s , |55.5 m , 56.,1-R 57.E P 58.1Y z H,1w59. ? LC1- “S60. H m |z61. i62. C63.:64. HT , P f65. 66./ n67. $ Bqe m Y f68. ? 69. ? 70.ST H
2、fb 71.YY S 5 “,7 S72. | z1wTheDevelopmentandApplicationofAnAcademicEmotionsQuestionnaireDongYan, YuGuoliang(InstituteofPsychology, RenminUniversityofChina, Beijing100872, China)AbstractAcademicemotionsrefertostudentsachievementemotionsexperiencedinschooloruniversitysetings.Thedomainofacademicemotion
3、scoversnotonlystudentsachievementemotionsrelatingtosuccessandfailurebutalsoemotionsrelatingtoinstructionortotheprocesofstudying.Accordingtovalenceandarousaldimensions,academicemotionsincludepositive-higharousalemotions, positive-lowarousalemotions, negative-higharousalemotionsandnegative-lowarousale
4、motions.Anefectiveacademicemotionsquestionnairewasdevelopedbasingontheoreticalconsiderationsandinterviewresults, threesamplesconsistingof1071 adolescents.Reliabilityandvalidityresearchshowedthatthecoeficientofhomogeneityandsplitreliabilitywerehigh.Theconstructvalidityandcriterionvalidityweresatisfac
5、tory.Theresultingsetofemotionscontainsthepositive-higharousalemotionsofpride, enjoymentandhope, aswelasthepositive-lowarousalemotionsofcontentment, calmnessandrelief, andthenegative-higharousalemotionsofanxiety, shameandanger, aswelasthenegative-lowarousalemotionsofboredom, hopelesness, depressionan
6、dfatigue.Throughsurveying3588 adolescents, thisstudyexploredthecharacteristicsofacademicemotionsofadolescents.Significantefectsofgradeandgenderinadolescentswerefound.Adolescentsinjuniorhighschoolshadmorepositiveacademicemotionsandlessnegativeacademicemotionsthantheonesinseniorhighschools.Malestudentshadmorepositiveacademicemotionsandlessnegativeacademicemotionsthanfemales.Thequestionnairewasausefultooltomeasuretheacademicemotionsofadolescents.Keywords academicemotions, adolescents, theprocessofdevelopingaquestionnaire.
