The Study Of Maths Acadmic Emotions Of Middle School Student

Math academic emotion refers to the emotional experiences in the process of mathematical learning, including delight,boredom,disappointment,anxiety,anger etc.This study explored the basic features of junior students'maths academic emotion, then put forward effective educational strategies, including three empirical studies.The first study was the investigation of maths academic emotions with there four results.(1)besides positive-high arousal achievement emotion, the other three,positive-low arousal achievement emotion,negative-high arousal achievement emotion,negative-low arousal achievement emotion had significant sex difference.Boys'positive emotion was more than girls and negative emotion less than girls.Moreover, obvious sex difference exsisted among different maths academic achievement students'negative-high arousal achievement emotion,negative-low arousal achievement emotion .(2)the students in grade nine showed more anxiety,anger and depression.(3)high-grade maths academic achievement students'positive maths academic emotion was more than middle-grade and low-grade maths academic achievement students, negative maths acadmic emotions was less than middle-grade maths and low-grade maths academic achievement students; middle-grade maths academic achievement students'positive and negative academic emotion were both lower than low-grade maths academic achievement students.(4)maths academic emotions correlated with maths self-efficacy, positive maths academic emotions correlated positively with maths self-efficacy, negative maths academic emotions correlated negatively with maths self-efficacy.positive-low arousal achievement emotion,negative-high arousal achievement emotion,negative-low arousal achievement emotion can predict maths self-efficacy. positive-high arousal achievement emotion correlated positively with family support.The second study was the investigation of mathematical anxiety with four results followed.(1)low-grade maths anxiety had significant sex difference, but middle-grade and high-grade maths anxiety showed no sex difference.(2)low-grade maths anxiety students'maths self-efficacy higher than middle-grade and high-grade maths anxiety students. middle-grade maths anxiety students'maths self-efficacy higher than high-grade maths anxiety students. Different anxiety levels'family support had no difference .(3)different maths academic achievement students'anxiety level had obvious difference.high maths anxiety mainly distributed among the students with middle and low maths academic achievement,there was no high anxiety students in high maths academic achievement students.(4)math anxiety correlated negatively with maths self-efficacy, test anxiety,classroom anxiety and sentiment concern can predict maths self-efficacy. Classroom anxiety correlated negatively with family support, maths anxiety.The third study was a case study. choosed typical students and adopted qualitative method to interview in depth. The result showed that the appearance of maths academic emotion correlated with family educational ideology,family support and teaching style. By studying junior students maths academic emotions,understanding the detailed expressions of maths academic emotions, this study explored the educational strategies to lower students negative maths academic emotions, increase positive emotional experience, maintain fine studying state, and improve school education, realize the aim of permeating mental health education during the teaching process,promote the achievement of the three-dimensional aims that new curriculum standards embodies.