A Study Of The Junior Middle School Students’ Academic Emotions And1ts Relationship With Achievement Goals And Classroom Environment

Academic emotions are all kinds of emotional experience that directly linked to thestudents in the teaching or learning process of students’ academic, and it has importantinfluence on the students’ mental health.This paper aims at discussing the influence ofachievement goals,classroom environment to academic emotions according to the controlvalue assessment theory of Pekrun.It not only helps junior high school students to formpositive academic emotions and good learning habits,but also lay theoretical basis for futureresearch.This research subjects were selected350junior middle school students in Xinyang,including313valid questionnaires, through the statistical analysis of the data, the results areas follows:1. Junior high school students experience the most positive high arousal emotions, butthe least negative low arousal emotions.2. There are significant gender differences in active high arousal emotions of Junior highschool students that the girl’s score was significantly higher than that of boys;there aresignificant grade differences in active low arousal emotions, negative high arousal, negativelow arousal emotions,the first grade junior middle school students experience the higherpositive emotions and the less amount of negative emotions.3. Junior high school students tend to choose Mastery-approach goals.There aresignificant gender and grade differences in Mastery-approach goals;Master-avoid goals andPerformance-avoid goals have the significant differences on the interaction of grade andgender.4. Generally, Junior high school students’ class environment is in good condition.Thereare significant gender differences in the relationship between teachers and students,classmates and the order and discipline dimensions.5. Class environment, Achievement goals and Academic emotions related to each other.