A Study On The Intervention Of Evaluation To Change Academic Emotions And Academic Achievement Of Grade One Students In Senior-middle School

The perpose of this study is to coordinate the relationship among parents, teachers and students, so that students can make more objective and correct assessment of their own.Moreover,we plan to help the adolescents develop positive academic emotions, and then improve their academic performance ultimately. We apply Academic Emotions Questionnaire developed by DongYan and Yu Guoliang in 2002 to assess 117 students in Grade One in a senior middle school in Tianjin.Meanwhile, the scores of Chinese, Maths and English exams of these students would be compared. We apply the method of experimental intervention to these 117 students (59 in experiental class and 58 in control class), then make application of the test to compare the difference between the scores of experimental class got before the intervention and after the intervention, and compare the difference in acores between the experimental class and the control class in the end of the intervention.Specific results are as follows:First,compare the scores accquired after the test to the ones before the test between the experimental class and the control class,we find that the scores of positive-low arousal academic emotions(satisfaction, calm, relaxation) of students in experimental class increased to a significant extent;while the scores of postive-high arousal academic emotions(pride, happiness, hope),negative-high arousal academic emotions(anxiety,shame,anger)and negative-low arousal academic emotions(tired, helpless, depression, upset) had a signficant declineSecond, accronding to the achievement scores acquired before and after the test between the experimental class and the control class,the scores of Chinese of students in experimental class didn't have quite difference because of the items in the test;there were signficant differences in Mathematics and English,compared the scores required at the two time,respectively.From the interview,we can acknowledge that the intervention of evaluation had great impact on high school students.They not only know how to make positive evaluation objectively and sciencificaly for themselves, but also understand that it is also important to make positive evaluation between they and their peers.Conclusion:The positive emotions of first year high school students could be improved by developing the peer evaluation ability and self-evaluation capacity, and at the same time,the academic performance could be infulenced to some extent.