初中生感知课堂错误氛围、错误信念与学业成绩的研究综述
A Review of Research on Classroom Error Climate, Errors Belief, and Scholastic Attainment in Middle School Students
DOI: 10.12677/ap.2025.154207, PDF,   
作者: 徐 镭, 于晓宇*：华北理工大学心理与精神卫生学院，河北 唐山；河北省心理健康与脑科学重点实验室，河北 唐山；李俊萍：唐山高新技术产业开发区龙泽学校，河北 唐山
关键词: 初中生；课堂错误氛围；错误信念；学业成绩；Middle School Students； Classroom Error Climate； Errors Belief； Scholastic Attainment
摘要: 综述探讨了初中生感知课堂错误氛围和错误信念对学业成绩的影响。通过综合分析现有文献，我们发现课堂错误氛围和错误信念对学生的学业成绩有显著的负面影响。引言部分强调了研究主题的背景和重要性，指出理解这些因素对于改善教育实践和制定有效的教育政策至关重要。目前现有研究方法的局限性、文化差异和个体差异对研究结果的影响，以及关于课堂错误氛围和错误信念对学业成绩影响的不同观点和争议。然而，目前的研究较少探讨初中生感知课堂错误氛围和错误信念对学业成绩的影响，并提出未来研究可以关注的方向，如发展干预措施和进行跨文化比较研究，以进一步通过对错误的研究探索和改善初中生的学业成绩。
Abstract: The review examines the impact of perceived negative classroom atmosphere and erroneous beliefs on academic performance among middle school students. Through a comprehensive analysis of existing literature, we found that both a negative classroom atmosphere and erroneous beliefs significantly adversely affect students’ academic performance. The introduction highlights the background and importance of the research topic, emphasizing that understanding these factors is crucial for improving educational practices and developing effective educational policies. Current research faces limitations in methodology, as well as influences from cultural and individual differences, and there are varying perspectives and controversies regarding the impact of a negative classroom atmosphere and erroneous beliefs on academic performance. However, there is limited research on how middle school students’ perceptions of a negative classroom atmosphere and erroneous beliefs affect their academic performance. Future research could focus on developing intervention strategies and conducting cross-cultural comparative studies to further explore and enhance middle school students’ academic performance through the study of errors.
文章引用：徐镭, 于晓宇, 李俊萍 (2025). 初中生感知课堂错误氛围、错误信念与学业成绩的研究综述. 心理学进展, 15(4), 274-280. https://doi.org/10.12677/ap.2025.154207

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