A Study On The Relationship Of Parental Expectation, Academic Self-efflcacy And Academic Emotions Among The Senior High School Students

Academic emotions,as a kind of non-intelligence factors, throughout the course of academic activity, play a very important role in the development of student’s body and mind health. Parental expectation and academic self-efficacy are two important factors that influence academic emotions. In order to test correlations among these three factors, and based on reference to related literatures in this field, questionnaires are used to investigate1320high school students who come from Inner Mongolia and other two provinces, furthermore, proposals on how to improve academic emotions of high school students are put forward.Results were as follows.(1) Negative academic emotions experienced by high shcool students are more than positive academic emotions, and differences among demographic variables such as gender, grade, whether or not a resident student and one-child are significant.(2) Scores of self-efficacy in academic ability are higher than that in academic behavior, and differences among demographic variables such as gender, grade, whether or not a resident student and one-child are significant.(3) The level of parental expectations of high school students is a little above average on the whole, and differences among variables of grade and whether or not resident students are significant.(4) Correlations among variables of parental expectation, academic self-efficacy and academic emotions in high school students are significant. Academic emotions can be positively predicted by academic self-efficacy, academic emotions can be influenced by parental expectation via variable of academic self-efficacy. The impact of parental expectation on academic emotions can be adapted by academic self-efficacy.Conclusions showed that the mediating effect and regulating effect of academic self-efficacy between parental expectations and academic emotions are significant, and regulating effect is more significant than mediating effect, academic self-efficacy presumably tends to be a regulating variable.