Bryan T, Bryan J
College of Education, University of Illinois, Chicago 60680.
J Learn Disabil. 1991 Oct;24(8):490-4. doi: 10.1177/002221949102400808.
Two studies are reported that assessed the impact of positive moods on students' feelings of self-efficacy and math performance. In the first study, 32 black and Hispanic girls and boys in the third to fifth grades, who had been identified by teachers as at risk for school failure, and a control sample of normally achieving classmates served as subjects. In the second study, 15 males and 3 females in junior high and high school attending a private school for students with learning disabilities served as subjects. In both studies, students were randomly assigned to a positive-mood induction condition or a no-treatment control condition. Following this, they completed a measure of self-efficacy for math and were then given 5 minutes to do 50 math problems. In both studies, analyses of covariance using standardized math scores as the adjustor variable found that children in the positive-mood condition completed significantly more problems accurately than children in the no-treatment control condition. In addition, in the junior high and high school sample, students in the positive-mood induction condition expressed greater self-efficacy for math than students in the control condition. The results of these two studies raise many questions about the role of affect, positive and negative, in the learning and performance of students with learning disabilities that researchers and teachers might explore.
报告了两项研究，它们评估了积极情绪对学生自我效能感和数学成绩的影响。在第一项研究中，32名三至五年级的黑人及西班牙裔女孩和男孩（教师认定他们有学业失败的风险）以及一组成绩正常的同学作为对照样本参与了研究。在第二项研究中，15名初中和高中的男生以及3名女生（他们就读于一所为学习障碍学生开办的私立学校）作为研究对象。在两项研究中，学生们被随机分配到积极情绪诱导组或无处理对照组。之后，他们完成了一项数学自我效能感的测量，然后有5分钟时间做50道数学题。在两项研究中，以标准化数学成绩作为调节变量进行协方差分析发现，处于积极情绪组的孩子比无处理对照组的孩子准确完成的题目明显更多。此外，在初中和高中样本中，处于积极情绪诱导组的学生比对照组的学生对数学表现出更高的自我效能感。这两项研究的结果引发了许多关于情感（积极和消极）在学习障碍学生学习和表现中所起作用的问题，值得研究人员和教师去探索。
