Development And Application Of The Positive Academic Affect For Teenagers

Academic emotions are closely linked to student’s learning and daily life, however, positive affects are playing a more important role in compromising learning efficiency and raising the level of physical fitness. In this study,1050students were selected from one senior high school as the sample. we developcd a positive academic affect scale based on previous researches and my own udersdanding of the structure of positive academic affects, in addition, we discussed the characteristics and influencing factors of positive academic affects of senior high school students.Conclusions were as follows:1) The scale was consists of47items and eight dimensions, those were: satisfaction, relief, gratitude, admire, hope, pride, enjoyment, interest.2) The Rasch rating scale model was used to analyze the data. Information on item fit, item difficulty and internal consistency was examined. The scale displayed satisfactory psychometric properties. The whole scale’s cronbach a coefficient was0.96, and each sub-scale’s cronbach a coefficients ranged from0.80-0.92; the criterion validity was0.484(p<0.05).3) The level of boys’relief, hope, interest were significantly lower than those of girls;16years old students’s scores in admire, gratitude, hope and pride were significantly higher than18years old students’s; the level of positive academic affects was significantly different among grads, students in grade3were significantly lower than students in grade2, students in grade2were significantly lower than students in grade1.4) Positive academic affects with academic achievements had significantly positive correlations. Further more, the positive affect of relief was a predictor to the academic achievements. Relief and hope could both predict the math performance.5) Positive academic affects with value had significantly positive correlations.6) The relation between positive academic affect and academic achievements were partially mediated by value.