College of Teacher Education, Ningbo University, Ningbo 315211, China; Center of Group Behavior and Social Psychological Service, Ningbo University, Ningbo 315211, China; State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China.
College of Teacher Education, Ningbo University, Ningbo 315211, China; Hangzhou Normal University Dongcheng Primary School, Hangzhou 310002, China.
Acta Psychol (Amst). 2024 Oct;250:104533. doi: 10.1016/j.actpsy.2024.104533. Epub 2024 Oct 18.
The current research tested the relationship between Chinese calligraphic handwriting (CCH) education and student academic emotions. Using a quasi-experimental, cross-sectional design, we recruited 448 third- to sixth-grade students, and about half of them (N = 228) come from a CCH specialist school and the other half (N = 220) from a general primary school. We examined the relations between CCH education and student outcomes in two ways: comparing the means of academic emotions between the two groups and investigating the associations between the CCH level of the CCH students (rated by CCH teachers) and their academic emotions. Results showed that compared with the control group, CCH group had a higher level of positive low arousal of academic emotions. Within the CCH group, however, more significant associations were found between CCH level and student outcomes. We further found the interaction effect of CCH level and positive mental characters on academic emotions, specifically, the positive low arousal and negative high arousal academic emotions. Limitations and implications of the study were discussed.
当前的研究测试了中国书法（CCH）教育与学生学业情绪之间的关系。采用准实验、横断面设计，我们招募了 448 名三至六年级的学生，其中约一半（N=228）来自 CCH 专业学校，另一半（N=220）来自普通小学。我们通过两种方式考察了 CCH 教育与学生成绩之间的关系：比较两组学生学业情绪的均值，以及调查 CCH 学生（由 CCH 教师评定）的 CCH 水平与他们的学业情绪之间的关联。结果表明，与对照组相比，CCH 组的学业情绪积极低唤醒水平更高。然而，在 CCH 组内，CCH 水平与学生成绩之间存在更显著的关联。我们进一步发现了 CCH 水平和积极心理特征对学业情绪的交互作用，具体表现为积极低唤醒和消极高唤醒的学业情绪。讨论了研究的局限性和意义。
