A Study Of Relationship Between Academic Emotions,Perceived Academic Control And Academic Performance In The Secondary School Students

Academic emotions are the sum of all the academic related feelings which refer to every situation of students learning. As a non intelligence factors, academic emotions play a very important role in the comprehensive development of students. Perceived academic control is an important prerequisite for the academic control, and it would have a significant impact on academic achievement. Therefore exploring the secondary school students’developmental characteristics of academic emotions and perceived academic control as well as the relationship between the two and academic achievement have a very important significance on improving the academic performance, coordinated development of cognition emotion and will, sound personality and enhancing different ability.Based on looking up the related literature at home and abroad, this study investigates the secondary school students’developmental characteristics of academic emotions and perceived academic control as well as explores the relationship among academic emotions, perceived academic control and academic performance using a combination of questionnaires and interviews. Based on the findings, we raise some pertinent suggestions for educators.Conclusions drawn by this study are as follows:(1) The secondary school students experience a variety of academic emotions, in good condition on the whole, and they experience less negative academic emotions and more positive emotions. Academic emotions of the secondary school students have significant difference in the demographic variables such as gender, grade level, students region, whether one child and subject category. And there were interactions between gender and subject category, gender and students region, students region and subject category.(2) Perceived academic control scale which was revised has good reliability and validity, in line with the surveying requirements. It can be used as a measurement tool of the perceived academic control.(3) Perceived academic control of the secondary school students is in good condition on the whole at a high level. It has significant difference in the demographic variables such as gender, grade level, students region, whether one child and subject category.(4) Perceived academic control and academic performance were significantly correlated. Perceived academic control can predict academic performance, and academic performance has a feedback effect on perceived academic control.(5)Excepted for mad, perceived academic control was significantly correlated with the twelve academic emotions. Perceived academic control can predict the twelve and every of the twelve has a feedback effect on perceived academic control. Among which, helpless plays the largest role.(6)Academic emotions and academic performance were significantly correlated. Academic emotions can predict academic performance, satisfy plays the largest role, followed by helpless. Academic performance has a feedback effect on academic emotions.(7) Academic emotions and perceived academic control can work together to predict academic performance, and academic emotions play a significant mediating effect on perceived academic control and academic performance.