The Cluster Analysis Of High School Students' Boredom In Control-value Theory

Researchers have paid more and more attention to academic emotions after the concept of "Academic Emotion" was putted forward by Pekrun.All researchers agree that boredom is one type of academic emotions which due to lack of interest in the process of learning activities.The researches about boredom are not as much as other emotions researches for its gentleness.Domestic and foreign researchers have found that boredom is a kind of general academic emotion, which makes troubles for all the countries in the world, such as dropping out of school, truancy, school violence.In Control-value theory,students' sense of control and value are two main factors affecting students' academic emotions.We use"Middle school students mathematics control scale" and "Middle school students mathematics value scale" testing the high school students' sense of control and value in learning math. Cluster analysis method and variance analysis were used in this study.Research conclusion:(1) There are 3 dimensions and 14 items in "Middle school students mathematics control scale".The3 dimensions are "Internal process control""Internal outcome control" and "External control".There are 3 dimensions and 13 items in "Middle school students mathematics value scale".The 3dimensions are"Interest value""External practical value"and "External getting value".The reliability and validity of two scales are good.(2) According to the students'mathematics achievement and boredom, students are divided into four types:middle grade-low boredom group;Low grade -high boredom group;High grade -low boredom group and High grade -high boredom group.(3) Four groups students are different in every dimensions of boredom.Low grade-high boredom group and high grade -high boredom group are significantly higher than middle grade -low boredom group and high grade -low boredom group in every boredom dimensions.(4) Four groups students are different in internal process control, internal outcome control and external control.Low grade -high boredom group and high grade -high boredom group are significantly lower than middle grade -low boredom group and high grade -low boredom group in internal control dimensions while two high boredom groups are higher than two low boredom groups.(5) Four groups students are different in interest value, external practical value, and external getting value.Low grade -high boredom group and high grade -high boredom group are significantly higher than middle grade -low boredom group and high grade -low boredom group in 3 value dimensions.