2020．第48卷第1期（Vol. 48 No. 1）．pp. 47–66
The Effects of Rational Emotive Education on Improving the Academic Emotion of Junior High School Students
陳羿君、楊夢萍、呂京京、趙偉偉（I-Jun CHEN, Meng-Ping YANG, Jing-Jing LV, & Wei-Wei ZHAO）
學業情緒強烈影響學生的學習表現，對學生的認知加工、應試、學業成就等起着重要的作用。本研究着眼於檢驗理性情緒教育（rational emotive education）對改善初中學生學業情緒的效果，編制干預課程方案，採用準實驗設計，以中國蘇州市某中學初中一年級學生為研究對象，一班為實驗組（n = 37），開展為期18週的初中生「理性情緒教育課程」教學實驗，另一班為對照組（n = 37），保持常態教學。結果發現：（1）教學實驗後，除積極低喚醒學業情緒外，實驗組學業情緒各維度得分均顯著高於對照組；（2）實驗組在實驗後，除積極低喚醒學業情緒外，學業情緒各維度得分均顯著高於教學實驗前；（3）實驗組學生認可且喜歡課程活動；（4）實驗組學生學業情緒、學習狀態及班級氛圍均得到改善。初中生「理性情緒教育課程」對促進初中生學業情緒的良性發展具有可行性和一定效用。
Academic emotion strongly influences students’ learning performance. It plays an important role in students’ cognitive processing, exam-taking and academic achievement. In this study, an intervention program was designed based on the theory of rational emotive therapy, using a quasi-experimental design to explore the improvement of rational emotive education on the academic emotion of junior high school students. Grade seven students of a middle school in Suzhou participated in this study. An experimental group of 37 students received an 18-week teaching experiment on “rational emotive education course” whereas another class of 37 students served as the control group. Results showed that: (1) significant differences existed between the experimental group and the control group in all dimensions except for the positive-low arousal emotion; (2) students’ academic emotion scores in the experimental group significantly increased except for the positive-low arousal emotion; (3) students in the experimental group recognized and liked the course; (4) the academic emotion, learning state and classroom atmosphere of the experimental group were improved. The “rational emotive education course” for junior high school students is feasible and effective in promoting the beneficial development of students’ academic emotion.
Keywords: rational emotive education; academic emotion; junior high school students; intervention