Academic Emotions And It's Influential Factors Of Students In Middle School

Academic emotions are a series of students'achievement emotional experience, the domain of academic emotions covers academic-related emotions and emotions during learning activities, such as pride after get good grades, anxiety before examination, etc. Academic emotions are widespread and so important in students'study. They are not only a direct impact on academic performance, and psychological and physical health of middle school students will have an impact. In order to find out the characteristics of academic emotions of middle school students, as well as analyze the internal influence factors of academic emotions, it was investigated among 365 students in two middle schools in Changchun. The results showed:(1) Significant effects of gender in students were not found.(2) Significant effects of grade in students were found. And grade 1 juniors had less negative-low arousal emotions than grade 2 and grade 3. They had more positive-low arousal emotions than grade 3. Grade 2 juniors had the most negative-low emotions and especially disappointment and boredom.(3) Significant effects of different schools in students were found. The students from an ordinary middle school had more negative-high arousal emotions than the students from a key middle school. The students from a key middle school experienced more pride and less shame than the students from an ordinary middle school.(4) Internal control and positive-high arousal academic emotions were significantly positive correlated. Internal control and positive-low arousal academic emotions were significantly negative correlated. Among academic emotions, pride, enjoyment, calm, relief were positively correlated with internal control. The other influential people control was not significantly correlated with academic emotions and the same with the unknown control.(5) Self-concept and academic emotion were not significantly correlated. Pride and ability self-concept, class self-concept was significantly positive correlation. Anxiety was negative correlated with ability self-concept, class self-concept, family self-concept, physical self-concept. Shame was positive correlated with family self-concept and boredom was negative correlated with class self-concept.(6) Mastery goals were negative correlated with negative-low arousal academic emotions.(7) The importance of academic achievement was negative correlated with positive-low arousal academic emotions, and it was positive correlated with negative-high arousal academic emotions.