A Study On The Current Situation And Intervention Of The Academic Emotion Of The Students In

Academic emotion is closely linked with students’ learning. Whether positive ornegative, its impact and functions on students’ education can not be ignored. Thispaper takes students “going to enter junior middle schools” as the research object,focusing on the research of their academic emotions.First of all, with the use of “questionnaire on the academic emotions of primarystudents, a survey on the current situation of the academic emotions of353studentsin Grade Six “going to enter junior middle schools” in Kunming is carried out,showing that:(1) there are significant gender differences in the positive awakeningdimension. Girls feel more relaxation and peace than boys. There is no genderdifference on the other three dimensions.(2) Students “going to enter junior middleschools” in demonstration schools and ordinary schools share almost the samepositive emotions and negative emotions.(3) Students “going to enter junior middleschools” experience more positive emotions and less negative emotions than students“not going to enter junior middle schools”.Second, the research on the relationship between the academic emotions andacademic achievements of students “going to enter junior middle schools” has shownthat:(1) Among the thirteen academic emotions of students “going to enter juniormiddle schools”, the relationship between happy, relaxed, worry and academicachievements is correlated significantly, whereas the other ten emotions have nosignificant correlation with students’ academic achievements.(2) Associating thethree academic emotions together has no significant expected effect on academicachievements. On the contrary, only worry can significantly predict academicachievements.(3) Students’ academic achievements only have a significant feedbackon three academic emotions, namely happy, relaxed and worry while have nosignificant feedback on the other ten emotions.(4) Positive academic emotions have apromoting effect on academic achievements while negative academic emotions havean inhibitory effect on academic achievement. Third, through the experimental intervention in accordance with the academicemotions of students “going to enter junior high schools”, we can conclude that: teachand evaluate with positive emotions, relax training and group counseling are theeffective measures of improving students’ academic emotions, which can increasepositive emotions and reduce negative emotions.