A Study Of The Relationship Between English Academic Emotions And English Learning Self-efifcacy In Junior Middle School Students In Hohhot

English academic emotions refer to students’ achievement emotionsexperienced in English language teaching and learning process thatdirectly linked to academic learning, classroom instruction and academicachievement. We chose200students from two middle schools. Thosestudents were investigated by questionnaire survey. Through thestatistical analysis of the data, this study makes the followingconclusions:English academic emotions of junior middle school students arepositive mainly. There are differences on English academic emotions ofjunior middle school students in the overall grade. The degree of positiveacademic emotions shows a descending trend from Grade seven to Gradenine and English academic emotions change significantly during Gradeseven and Grade eight. The degree of negative academic emotions showsa low-high-low trend.Overall there are no significant gender difference among juniormiddle school students, however, be pointed out that girls experiencemore positive English academic emotions than boys do, mainly in pride,enjoyment, hope and relief. Girls’ score in the negative academicemotions is the same as boys’ basically, including anxiety, shame, angerand depressed.Junior middle school students’ English academic self-efficacy hassignificant connection with English academic emotions. Positive Englishacademic emotion is positively related to English academic self-efficacy.Negative English academic emotions and English academic self-efficacynegatively correlated.Junior middle school students’ English academic self-efficacy can predict English academic emotions.