青少年学业情绪对学校生活满意度的影响：乐观的调节作用

摘要

Objective:V as the moderating erify the correlation between academic emotion and school life satisfaction, as well effect of optimism. Methods:A questionnaire survey conducted in three high schools by applying School Life Satisfaction Rating Questionnaire for Adolescents, Academic Emotions Questionnaire and Life Orientation Test. Results: Positive academic emotions positively predict school life satisfaction while negative academic emotions do negatively;optimism may moderate the effect of negative academic emotions on school life satisfaction while having insignificant moderating effects on the low and high arousal academic emotions, and no moderating relationship between academic emotions and school life satisfaction. Conclusion:The optimism works as a moderator of negative academic emotions and school life satisfaction.%为验证学业情绪与学校生活满意度之间的相关性，检验乐观在学业情绪与学校生活满意度之间的调节作用，采用学业情绪问卷、乐观问卷与学校生活满意度问卷对三所高中的中学生进行问卷调查。结果：积极学业情绪正向预测学校生活满意度，消极学业情绪则负向预测；乐观可调节消极学业情绪与学校生活满意度之间的关系，但是乐观对高、低唤醒学业情绪的调节作用大小不同；乐观不可以调节积极学业情绪与学校生活满意度之间的关系。结论：乐观是消极学业情绪与学校生活满意度之间的调节器。