儿童消极情绪和家庭系统因素对学业成绩的复合影响
文献类型：学位论文
| 作者 | 史金玲 |
| 答辩日期 | 2024-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 赵科 |
| 关键词 | 学业成绩 消极情绪 家庭系统因素 决策树 偏相关分析 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The Compound Impact of Children's Negative Emotions and Family System Factors on Academic Performance |
| 中文摘要 | With the continuous development of society and the improvement of education levels, parents and educators are paying more attention to children's academic performance. Many scholars have found that children's academic achievements are not determined by a single factor but are influenced by multiple factors, including children's intelligence, non-intelligence, family, school, and society. In recent years, it has indeed become increasingly common for adolescents to be affected by negative emotions such as anxiety and depression. The emotion-cognition interaction theory emphasizes the mutual influence between emotion and cognition. Emotions can affect students' cognitive processing, learning attention, learning motivation, the use of learning strategies, and interest in learning. However, negative emotions, mainly anxiety and depression, have a broader negative impact on academics, while children's personal factors also play different roles in academic performance. Studies have shown that a sense of agency is the cornerstone of human mental health and may play a fundamental role in emotions such as anxiety and depression. Whether the strength of the sense of agency also affects academic performance is one of the focuses of this study. In addition to emotional factors, a considerable amount of research has explored the impact of family system factors on students' academic performance, including parenting styles, economic and social status, family structure, and family relationships. Family system theory suggests that a family is a system composed of family members with kinship, and there is an interactive relationship between each member. This study selects research variables such as parents' education level, parents' work status, sibling count, and learning leaders from family system factors to explore the relationship between family system factors and academics, as well as the combined effects of negative emotions and family system factors on academic performance. The paper conducts research from the following three aspects. Study 1: The impact of negative emotions on academic performance was investigated. Firstly, 580 children from grades 4 to 6 in a Beijing primary school were selected as research subjects, and their academic performance, including Chinese, math, English, and the average scores of the three subjects, was used as the dependent variable of the study. Secondly, the subjects' depression scores, anxiety scores, and sense of agency scores were measured using the Children's Depression Inventory-Short Form (CES-DC), the Spence Children's Anxiety Scale-Short Version (SCAS-S), and the Chinese version of the Sense of Agency Scale (C-SoAS), respectively, supplemented by children's grade and gender as independent variables of the study. Thirdly, after preprocessing and descriptive statistics on the sample data, Pearson correlation analysis was used to explore the correlation between children's academic performance and various independent variables. The results showed that children's academic performance was positively correlated with sense of agency scores and grade level, negatively correlated with depression scores, and the correlation with anxiety scores was not significant. Finally, using the average score as a representative of academic performance, the decision tree method was used to identify the emotional factors that have a greater impact on academic performance, and the portrait characteristics of children with better academic performance were derived: higher grade level, lower depression level, and stronger sense of agency. Study 2: The impact of family system factors on academic performance was investigated. Firstly, 179 fifth-grade children were selected from the subjects of Study 1 as the research objects, and their academic achievements, including Chinese, mathematics, English, and the average scores of the three courses, were taken as the dependent variables of the study. Data on parents' education level, number of siblings, learning leaders, parents' work status, and commuting time to school were collected as independent variables through the school's own database and questionnaire surveys. Secondly, after preprocessing and descriptive statistics on the samples, Pearson correlation analysis was used to explore the correlation between children's academic performance and various independent variables of family system factors. The results showed that children's academic performance was positively correlated with parents' education level and negatively correlated with the number of children in the family, while the correlation with parents' work status and commuting time to school was not significant. Subsequently, using the average score as a representative of academic performance, the decision tree method was used to identify the family system factors that have a major impact on children's academic performance, and the portrait characteristics of children with better academic performance were derived: higher parental education level and the father being the child's learning leader. Study 3: The combined effects of children's negative emotional factors and family system factors on academic performance were investigated. Firstly, a decision tree model based on negative emotional factors and multiple family system factors was established to jointly predict academic performance, with the average score as a representative of academic performance. The results showed that the ten-fold cross-validation accuracy (89.3%) of the decision tree model combining negative emotions and family system factors was higher than the validation accuracy considering only emotional factors (82.8%) and only family system factors (82.6%). Secondly, using partial correlation analysis to control for family system factors, it was found that the correlation between emotional factors and academic performance remained basically unchanged, but the correlation coefficients with anxiety scores and depression scores increased relatively, while the correlation coefficients with grade level and sense of agency scores decreased relatively. These results indicate that after excluding family system factors, the impact of negative emotions on academic performance becomes more prominent, while the influence of grade level and sense of agency is relatively weakened. Again, through principal component analysis, it was further found that the variables in children's emotional factors and family system factors are independent of each other and cannot be arbitrarily eliminated. In summary, both children's emotional factors and family system factors have an important impact on children's academic performance. This study provides an in-depth analysis of the relationship between academic performance and children's negative emotions and family system factors. The results show that academic performance is negatively correlated with depression scores and the number of children in the family, positively correlated with sense of agency, parental education level, and whether the child's learning is led by parents, while negating the correlation between academic performance and anxiety. The innovation of this study lies in the use of the decision tree method in machine learning to jointly analyze the impact of multiple variables on children's academic performance and comprehensively explore the combined effects of negative emotions and family system factors on academic performance. These findings provide important references for improving education quality and student academic performance. |
| 英文摘要 | 随着社会的不断发展和教育水平的不断提高，家长和教育工作者对儿童的学业成绩更加重视。众多学者发现儿童的学业成绩并不仅仅是由单一因素决定的，而是受到多种因素的影响，包括儿童智力、非智力、家庭、学校、社会多方面的因素。近年来，青少年受到焦虑、抑郁等消极情绪影响的现象确实越来越普遍。情绪-认知交互作用理论强调情绪与认知之间的相互影响，情绪可以影响学生的认知加工过程、学习注意力、学习 动机、学习策略的使用和学习兴趣。然而，以焦虑和抑郁为主的消极情绪对学业产生更广泛的负面影响，而儿童的个人因素对学业成绩也有发挥着不同的作用。已有研究表明，主动控制感是人类心理健康的基石，在焦虑、抑郁等情绪的调节中可能起着基础性的作用，主动控制感的强弱是否也会影响学业成绩呢，也是本研究关注的重点之一。 除情绪因素外，大量的研究探讨家庭系统因素对学生学业成绩的影响，包括家庭教养方式、经济社会地位、家庭结构因素，家庭成员关系等。家庭系统理论认为家庭是由具有亲属关系的家庭成员组成的系统，每个成员之间都存在相互作用的关系。本研究将选取家庭系统因素中父母学历、父母工作情况、同胞数量、学习主导者等研究变量，探究家庭系统因素与学业的关系，以及消极情绪和家庭系统因素对学习成绩的复合影响。论文从以下三个方面展开了研究。 研究一：研究了消极情绪对学业成绩的影响。首先，选取北京某小学四至六年级580名儿童作为研究对象，将这些儿童的学业成绩包括语文、数学、英语及三门课程的平均成绩作为研究的因变量。其次，通过儿童版流调中心抑郁量表(CES-DC)、中文 Spence 儿童焦虑量表-简版(SCAS-S)和中文版主动控制感量表(C-SoAS)，分别测量得到的被试 的抑郁得分、焦虑得分和主动控制感得分，辅以儿童年级和性别作为研究的自变量。再次，在对样本数据进行预处理和描述统计后，运用 Pearson 相关性分析探讨了儿童的学业成绩与各个自变量之间的相关性。结果表明，儿童的学业成绩与主动控制感得分和年级呈正相关，与抑郁得分呈负相关，与焦虑得分的相关性并不显著。最后，将平均成绩 作为学业成绩的代表，运用决策树方法找出了对学业成绩影响较大的情绪因素，并得出学业成绩较好的儿童的情绪画像特征：年级较高、抑郁程度较低、主动控制能力较强。 研究二：研究了家庭系统因素对学业成绩的影响。首先，从研究一的被试中抽取全体五年级179名儿童作为研究对象，将这些儿童的学业成绩包括语文、数学、英语及三 门课程的平均成绩作为研究的因变量，通过学校自有数据库和问卷调查形式收集其家庭系统因素中的父母学历、同胞数量、学习主导者、父母工作情况、及家校时间距离作为研究的自变量。其次，对样本进行预处理和描述统计后，运用 Pearson 相关性分析探讨了儿童的学业成绩与家庭系统因素各个自变量之间的相关性。结果表明，儿童的学业成绩与父母学历呈正相关，与家中儿童数量呈负相关，与父母工作情况、及家校时间距离的相关性并不显著。随后，将平均成绩作为学业成绩的代表，利用决策树方法，找出了对儿童学业成绩产生主要影响的家庭系统因素，得出学业成绩较好的儿童的画像特征：父母学历较高、父亲是儿童的学习主导者。 研究三：研究了儿童消极情绪因素和家庭系统因素对学业成绩的复合影响。首先，将平均成绩作为学业成绩的代表，建立了基于消极情绪因素和多种家庭系统因素联合预测学业成绩的决策树模型。结果表明，联合消极情绪和家庭系统因素的决策树模型，其十折交叉验证准确率(89.3%)高于仅考虑情绪因素的验证准确率(82.8%)和仅考虑家庭系统因素的准确率(82.6%)。其次，采用偏相关分析方法控制家庭系统因素后，发现情绪因素与学业成绩的相关关系基本保持不变，但与焦虑得分和抑郁得分的相关系数相对增大，而与年级和主动控制得分的相关系数相对减小。这些结果表明，在排除家庭系统因素后，消极情绪对学业成绩的影响更加突出，而年级和主动控制能力的影响相对减弱。再次，通过主成分分析，进一步发现儿童情绪因素和家庭系统因素中各个变量互相独立，不能随意剔除。综上所述，儿童情绪因素和家庭系统因素均对儿童的学业成绩产生重要影响。 本研究深入剖析了学业成绩与儿童消极情绪及家庭系统因素的关系。结果表明，学业成绩与抑郁得分、家中儿童数量负相关，与主动控制感、父母学历、儿童学习是否由父母主导正相关，同时否定了学业成绩与焦虑的相关性。本研究创新在于采用机器学习中的决策树方法联合分析多个变量对儿童学业成绩的影响，并综合探讨了消极情绪与家庭系统因素对学业成绩的复合作用。这些发现为提升教育质量和学生学业成绩提供了重要参考。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48307]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 史金玲. 儿童消极情绪和家庭系统因素对学业成绩的复合影响[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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