A Study On The Relationship Between Primary School Students' Class Ambition, Academic Emotion And Academic Achievement

Learning is the students’ dominant activity. in junior school Pupils always learning in the classroom, the effects of class atmosphere play a crucial role in student academic performance. Students experienced emotions about academic in school, including both academic success or academic failure and the process of studying, for example, in classroom learning, in daily operation or in the text. As non-intelligence, class atmosphere play an important role in students’ academic achievement, it also has an important influence on academic emotions. The domain research of academic emotions is about teenagers and college students, so we take pupils as objects. This study which through research on class atmosphere, academic emotions and the academic achievement investigate the characteristic of class atmosphere and the academic emotions, whether the academic emotions can play a role in academic achievement. In addition, on the basis of the above study, this article wishes to analyze whether the academic emotions play an intermediary role in the process of class atmosphere on academic achievement.In this article, the author conducted a questionnaire survey of 546 primary school students using the “Class Interpersonal Perception Questionnaire” and “An Academic Emotions Questionnaire”, which to study the basic situation of the primary school class atmosphere and the academic emotions, as well as the relationship between this two and academic achievement. The findings are as follows:1. Primary school class atmosphere exist significant gender differences, which are girls’ class atmosphere significantly better than boys’; in different grades, class atmosphere are significantly different, the fifth grade class atmosphere significantly better than the fourth grade, the fourth grade class atmosphere significantly better than the third grade.2. Overall, primary school academic emotions are not significant differences on the grade and gender; analysis from the specific dimensions of academic emotions, there are significant grade differences about active high arousal dimensions in the average score of the fifth higher than the third.3. Primary school students’ class atmosphere and active emotions is significantly positively correlated, school students’ class atmosphere and the negative emotions is significantly negative correlated. The students’ class atmosphere and academic achievement is significantly negative correlated.4. Positive high arousal and positive low arousal two dimensions and academic achievement are significantly positively, related to negative high arousal and negative low wake of the two dimensions of academic show a negative correlation.5. Primary school class atmosphere has a significant predictor of effect on academic achievement. Positive high arousal, negative low arousal and negative high arousal dimensions have a significant predictor of effect on academic achievement.6. Positive high arousal, negative high arousal and negative low arousal emotions exist intermediary effect between class atmosphere and academic achievement, but positive low arousal emotions doesn’t exist.Based on the theory of cognition, I started a series of group counseling for the fourth grade students, in order to improve the class atmosphere, the academic emotions and the academic achievement. The results show that counseling worked well. Based on the analysis of the class atmosphere and academic emotions characteristics,some suggestions for improving the class atmosphere were given, which may help teachers in practice and be also served as reference to other researches in this field.