Relationships Among Students’ Academic Burden Attitude, Academic Self Concept And Negative Academic Emotions In Vocational College

In1998, American Educational Research Association held an Annual Conference,where emotional problems in education were focused on particularly. Subsequently,German psychologist Pekrun (2002) etc., gave the conception of academic emotionsclearly for the first time, and then, the study of academic emotions began. Currentresearch on academic emotions include: First, the study of the basic theory includingconcept, structure and characteristics; Second, research of the factors on affectingacademic emotions; Third, academic emotions are studied as an independent variable;fourth, intervention study on developing students’ positive academic emotions.Foreign researchers have begun to study the relationship between academicself-concept and academic emotions. Our research tends to focus on the relationshipbetween academic self-concept and academic burden attitude, the relationshipbetween academic self-concept and negative emotions or the relationship betweenself-concept and academic achievement, and the studies are mainly focused on collegeor university, high school and elementary schools. And I think that a great majority invocational schools have more negative academic emotions, which not only causeddamage to their physical and mental health, but also make it difficult to reach thetarget of vocational education. Taking into account the weak foundation of theirculture, and the specialized courses’ studies, I think there are quite heavy academicburdens on the students. And the students have lower self-identity under the influenceof Chinese traditional view, which will form a lower academic self-concept. Abovetwo aspects may affect students’ academic emotions. So it is necessary to study theacademic burden attitude and academic self-concept for the students of vocationalcolleges, and the relationship of which with negative emotions formation would bedetermined. On the basis of the analyses on relevant academic literature negative emotions,and combining academic burden attitudes and academic self-concept, preliminaryinvestigations on the three concepts, theories, research progress and relationships areconducted. Vocational schools students are chosen to be subjects, using aquestionnaire survey methods, I explored the relationship between the academicself-concept, academic burden attitudes and negative academic emotions, exploredthe intervening action of the academic self-concept between the academic burdenattitudes and negative emotions, and from multi-faceted aspects, actualcountermeasures are proposed to reduce students’ negative academic emotions. Thesubjects were851students who come from the different grades of three differentschools. And the three questionnaires "burden of Students Attitude Scale","youthgeneral academic self-Scale" and "Academic Emotions Scale" are used.The results showed that:1The burden on students’ academic attitudes there are significant differences interms of gender. Girls in academic burden is significantly lighter than boys.2The presence of vocational school students on academic self-concept in terms ofgender differences: girls academic self-concept is higher than boys overall.3The burden of academic attitudes and academic self-concept and its dimensionswere significant moderate negative correlation.4Academic burden academic attitudes and negative mood each dimension wassignificantly moderate positive correlation.5Academic self-concept and negative emotions and various academic dimensionswere significantly moderate negative correlation. Academic self-concept dimensionsand negative emotions and various academic dimensions were significantly moderatenegative correlation.6Academic self-concept among academic burden academic attitudes and negativeemotions play an intermediary role.Suggestions:First, curriculum reform and teaching materials, reduce the academic burden onstudents. Secondly, both inside and outside the classroom, time to take full advantage of avariety of educational model to enhance students’ ability to learn, to form a highacademic self-concept.Third, the creation of mental health education curriculum, reducing negativestudent academic emotions.Fourth, realize closely with the school and family education.