The Status Quo, Influencing Factors And Intervention Of Academic Emotion Of Junior Middle School Students

The junior middle school stage is an important period in a person’s lifelong mental development, and also a critical period of education. The main task at this stage is learning. There are many factors that affect learning. Among them, academic emotions are the important factors.Academic emotions refer to the sum of all the emotions that students experience in the whole process of learning. Academic emotions have a very important influence on improving the students’ learning efficiency and promoting physical and mental health. Academic emotions involve all aspects of students’ learning including students’ all kinds of emotions after they know their academic success or failure, students’ emotional experience in classroom, in the process of doing their homework and in the stage of reviewing for exams.Academic emotions are important non-intelligence factors that are closely related with the whole process of students’ learning, which have a far-reaching impact on students’ learning: It can promote cognitive activities and improve students’ academic emotions. The improvement of academic emotions will be not only helpful to cultivate students’ active learning attitude, but also beneficial to establish a good relationship between teachers and students, and to promote the all-round development of students. Therefore, pedagogical and psychological researchers at home and abroad gradually regard academic emotions as a hot spot.This research mainly includes the following several aspects: Firstly, make a research on the status of the junior middle school students’ academic emotions, know more about the characteristics of the contemporary junior middle school students’ academic emotions. This thesis takes a middle school in Kunming, Yunnan province as the case. Secondly, read in quantity research results at home and abroad, learn more about the factors that influence junior middle school students’ academic emotions, further know contemporary junior middle school students’ ideas with interview method and make a corresponding plan of group counseling after investigating current situation. Thirdly, select targets and participants and have the group counseling according to the plan. Fourthly, discuss the results of group counseling and give some advices.According to the study, the following conclusions will be drawn:(1)Students’ academic emotions are at medium level in general. Junior middle school students have rich academic emotional experience. Among them, good initiatives arouse the most academic emotions.(2)Junior middle school students’ academic emotions have significant differences in background variables, such as gender, grade, whether the one-child or not, whether the student cadre or not, family residence, parental rearing patterns, household income, family type, family atmosphere and parental education levels.(3)Through a three-month group guidance, group members positive academic emotions get improved obviously, negative academic emotions significantly reduced. The experimental group before and after expert exerimental measurement, to illustrate the effectiveness of the group guidance scheme, measurement and the control group after group significant difference, group counseling has an obvious effect on promoting positive academic emotions of junior middle school students. Individual intervention also reach the ideal effect, be intervention improves students’ positive academic emotions, decrease negative academic emotions. Intervention of teachers and parents also obtain ideal results.