Shame Questionnaire And Investigation Of Students

Academic shame refers to student’s achievement shame experienced in school or university settings, and academic shame is closely related to academic performance. Turner found that Shame-resilient students were those who were highly extrinsically motivated, had high certainty regarding their sense of academic competence, and perceived that a good course grade was instrumental to future academic goals. This shame resiliency involved the tendency to bounce back after a shame reaction with increased motivated behavior that included and resulted in relatively higher levels of academic achievement. The study’s aim is to develop a questionnaire on academic shame for middle school students, and to explore the relationship between academic shame and academic performance. Previous research has found that shame not only has negative but also positive effects on learning.This dissertation undertakes two parts empirical researches revolving round the contents above.The Academic Shame Questionnaire for the Middle School Students was developed based on interviews, half-open questionnaire and forecasting questionnaire. The Cronbach’s a coefficient of the whole questionnaire and four sub questionnaires were0.867,0.744,0.738,0.699,0.698. The retest reliability of the whole questionnaire and four sub questionnaires were0.731,0.831,0.790,0.764,0.680. The second study was to investigate the differences of automomic nervous response between high shame group and lower shame group.From the researches above, we can come to conclusions as follows:The Academic Shame Questionnaire for the Middle School Students demonstrates good reliability and validity, which was an effective assessment tool for academic shame.Many students experience shame emotion during the study. Girls experienced more shame than boys, and students with better score experienced more shame than students with worse score.The variation tendency of pride is consistent with shame.