The Development And Application Of Class-related Academic Emotions Questionnaire For Junior School Students

Academic Emotions has played a crucial role on adolescent life learning, in theteaching mechanism that use class as a unit, classroom situation is the main situationin student’s learning activity, focusing on the study of Academic Emotion which hasgreat significance on students’ physical and mental development and the effectiveteaching.Class-related academic emotions is the main academic emotions, and it’sgenerated in the classroom learning situation and is a variety of emotional experiencerelated with student’s study. In the adolescent stage, junior students’ emotionalexperiences are richer, and they have faced some study pressures, such as the seniorhigh school entrance examination. The class is the main situation in study; classroomis an important carrier going on the study activity. This study sets junior middleschool students as the research object, and based on literature review, I prepared theclass-related academic emotions questionnaire for junior school students, and go oninvestigation by this questionnaire. I have investigated the classroom academicemotion features of junior high school students and explored the relationship betweenthe classroom academic emotions and classroom environment. The results are asfollows:1.The present “Class-related Academic Emotions Questionnaire for Junior schoolStudents” consists of45questions, which has good reliability and validity, can beused as a tool to survey or assess junior middle school students’ class academicemotion.2.Class-related academic emotions questionnaire for Junior school studentsconstitute by four branch questionnaire, that is positive-high arousal, positive-lowarousal, negative-high arousal and negative-low arousal; positive-high arousalquestionnaire consists of three factors, namely, moved, excitement, pleasure and pride;positive-low arousal questionnaire consists of two factors, namely, calm and satisfy;negative-high arousa questionnaire consists of three factors, namely, anxiety, shameand anger; negative-low arousal questionnaire consists of three factors, namely, bored,helpless and frustrated.3. From each dimension, the scores of middle school students’ classroomacademic emotion from high to low are positive-high arousal emotions, positive-lowarousal emotions, negative-high arousal emotions and negative-low arousal emotions; the dimension scores of positive-high arousal questionnaire from high to low areexcited, moved, pride and pleasure; the dimension scores of positive-low arousalquestionnaire from high to low are calm and satisfaction; the dimension scores ofnegative-high arousal questionnaire from high to low are anxiety, anger and shame;the dimension scores of negative-low arousal questionnaire from high to low aredepression, helpless and tired.4.Junior school students class-related academic emotions have existed significantdifferences in gender and grade.The concrete manifestation are females wassignificantly higher than that of men, grade seven were significantly lower than thoseof grade eight and grade nine, grade eight and grade nine in class have no significantdifferences on academic emotion. It’s a declining trend of positive class-relatedacademic emotions from grade seven to grade nine; it’s an increasing trend ofnegative class-related academic emotions from grade seven to grade nine.Positive-high arousal class-related academic emotions have existed significantdifferences in the type of school;positive-high arousal and positive-low arousalclass-related academic emotions have existed significant differences in the situation ofonly children; positive-high arousal,positive-low arousal,negative-high arousal andnegative-low arousal class-related academic emotions have existed significantdifferences in class leader appointment.5. There is a significant positive correlation between junior school student’sclass-related academic emotions and class environment. Junior students class-relatedacademic emotions and all dimensions have certain relation with class environmentand each dimensions; positive-high arousal class-related academic emotions,positive-low arousal class-related academic emotions and class environment havesignificant positive correlation; negative-high arousal class-related academic emotions,negative-low arousal class-related academic emotions and class environment havesignificant negative correlation.6. Competition, the burden of study, order and discipline jointly can predict8.1%of junior school student class-related academic emotions, competition and the burdenof study has positive prediction on junior high school students’ class-related academicemotions; order and discipline have negative prediction on junior high schoolstudents’ class academic emotions.