Test Emotions Of Middle School Students And Its Relationship With Classroom Goal Structure And Personal Achievement Goal Orientation

Since American psychological physiologist Brown and Russian psychological physiologist Gelder (1938), as well as German psychoanalysis therapist Stengel (1936) has published the articles about test emotion, the studies about the test emotion are continuous. However, other test emotions have been overlooked by researchers except the test anxiety (Pekrun, 2002) . In 2004, Pekrun have established the first Test Emotions Questionnaire (TEQ) which has opened a new chapter in this field.There are three sub-studies in our research. In the 1st study, based on our college enviroment, after analysing the test emotions from Abroad and Domestic test anxiety, this research established a questionnaire of Middle School Students' Test Emotions. The methods were used include: bibliorgaphic analysis, interview, open questionnaire survey and so on. In the 2nd study, 731 middle school students took part in, including 7th, 8th, 10th, 11th grade in kaifeng. The participants completed the Test Emotions Questionnaire. We investigated the characteristics of middle school students' test emotions. In the 3rd study, we analysed the relationship among test emotions, classroom goal structure and personal achievement goal orientation of middle school students.The results are as follows:1.The test emotions questionnaire of middle school students includs two sub-questionnaires: positive test emotions questionnaire and negative test emotions questionnaire. The results indicated that the questionnaire has high reliability and validity. It can be used to investigate the test emotions of middle school students in China.2.The test emotions of girls are in significantly higher level than that of boys on negative emotion, guilt, disappointment and pride.3.The negative test emotions of higher grade are much more than that of lower grade students, but the positive test emotions of lower grade students are much more than that of higher grade students.4.Positive test emotions have significantly positive correlation with mastery-approach goals, performance-approach goals and classroom mastery goals; negative test emotions have significantly positive correlation with mastery-avoid goals, performance-avoid goals, performance-approach goals and classroom performance goals.5.The achievement goal orientation played a intermediary role in the relationship between classroom goal structure and test emotions.