导　　师： 麻彦坤

学科专业： 0451

授予学位： 硕士

作　　者： ;

机构地区： 广州大学

摘　　要： 本文回顾了高中生情绪智力与自我调节学习理论的产生与发展,并对情绪智力与自我调节学习的概念进行了界定。采用问卷调查的方法,以情绪智力的结构框架为理论构想,以高中学生为研究被试,探讨了情绪智力各因素与自我调节学习各个维度的关系,并从性别、年级、是否独生子女等人口统计学变量对情绪智力与自我调节学习进行分析。 研究结论如下： 第一,高中生的情绪智力与自我调节学习能力呈正相关,情绪智力高的学生其自我调节学习能力也比较高,情绪智力低的学生其自我调节学习能力也较低。 第二,高中生情绪智力与自我调节学习在性别、年级、是否独生、以及家庭来源等人口统计学变量上整体差异不显著,只在个别因素上差异显著。 第三,高中生情绪智力对自我调节学习具有一定预测作用。 In this article, author talks about the produce and development of learning theory, between the emotional intelligence and self-regulation of learning theory. Besides, the concept of emotional intelligence and self-regulation learning is defined by the writer. In the article,the writer uses the method of questionnaire survey, based on the theory of emotional intelligence structure framework the writer makes the high school students become the research subjects discuss the relationship between the emotional intelligence and self-regulation, and make analysis from the gender, grade, whether the one-child and self-regulation learning various factors. The conclusion of the analysis are as follows: Firstly, the students who can adjust Emotional intelligence highly have a higher ability of self-regulated learning and are good at learning. The students who can adjust Emotional intelligence badly have a worse ability of self-regulated learning, and is not good at learning. Secondly, the senior high students s' emotional intelligence and self-regulated learning have influence on sex. The relation between emotional intelligence and the sex does not exist in the aspect of self-regulated learning there were no significant gender difference on emotional intelligence in general Thirdly, the senior high students s' emotional intelligence have a predicted effect on self-regulated learning

关 键 词： 高中生 情绪智力 自我调节学习

领　　域： [哲学宗教] [哲学宗教] [文化科学] [文化科学]