The Developmental Characteristics And Correlation With Self-regulated Learning Of Academic Emotion For Adolescent

The study is adolescent's life subject. In the study situation, they experience various emotions, which have direct connection with academic study, classroom instruction and academic achievement. these emotions are called academic emotions generally. Academic emotions are important non- intelligence factor which affects the study process. It has a vital role to student's self- regulated learning. And the emotion is an important index to weight mental health. However, there is not any research systematically to open out the structure and correlation with self-regulated learning of adolescent's academic emotions. Thus discussing the structure of adolescent's academic emotions has an important theoretical significance and practical value.The research takes junior middle schools to university's young people in the areas of Jinan and the Linyi as the research object. At first, three steps of small research are conducted: selecting Chinese adjective of expressing emotional experience, filtering the adjective of expressing academic emotional experience, and using exploring factor analysis and AMOS to confirm factor structure. So the academic emotion questionnaire was developed. Then using this questionnaire as main research tool, basing on multi-factors variance analysis, correlational analysis and regression analysis, the research examined the structure of adolescent's academic emotions and correlation with self-regulated learning.Findings as follows:(1)The structure of adolescent's academic emotions was constituted by six kinds of emotions: boredom, fear, sad, happy, anxious, and surprised.(2) Six kinds of adolescent's academic emotions all do not have the significant gender difference.(3) Except the happy kind of emotion, five kinds of academic emotions all has significant grade difference.(4)gender and grade have interaction on fear academic emotion. Girls' fear emotions was remarkably more than boys' in junior middle school.(5) Except of surprised, happy positively correlated with strategies of meta cognation, but negative emotions negatively correlated with them.(6)Academic emotions could predict significantly meta cognation.(7) Academic emotions significantly correlated with attribution to success and fail.(8) Academic emotions and meta cognation could predict significantly each other.