A Research On Relationship Of Academic Emotion、Academic Self-efficacy And Academic Achievement Among The Vocational Collage Of Inner Mongolia Area

Academic emotion, as one of important emotional factors in learning process, has an important influence on students’ study life. Good academic emotions allow the students to carry out cognitive activities well, and also can stimulate their learning interests. Academic self-efficacy is the judgment through which the students can understand whether they have a certain ability of learning or whether they can put their knowledge into practice. Academic emotions are the emotional factors in learning, and academic self-efficacy is the cognitive factor in learning. Academic emotions and academic self-efficacy have a close relationship with the academic achievement: academic emotions influence academic achievement, academic emotion and academic self-efficacy affect each other, and academic self-efficacy also affects academic achievement.This research was based on the native and foreign studies on the relationship among academic achievements, academic self-efficacy and achievement. The data of 418 participants were collected from three different vocational colleges in Inner Mongolia to conduct independent samples t test, F test, correlation analysis, and regression analysis by the Higher Vocational College Academic Emotion questionnaire developed by Yaling Li and the academic self-efficacy questionnaire by Yusong Liang and Zongkui Zhou. Following are my conclusion:(1) The average point of positive academic emotions among vocational college students in Inner Mongolia was above 3, while the point of negative academic emotions was below 3.(2) There was a significant difference between gender among factors of pleasure, regret, and anxiety; there is a significant difference between Han and Mongolian in among decadence and distress; Students from different place have different level of decadent and numb emotions; while there was no difference in major, grade, single child or not.(3) The average point of academic self-efficacy of vocational college students in Inner Mongolia is above 3.(4) There were significant differences among the students of different gender and the students who are leaders and who are not in study ability self-efficacy.While there is no difference in grade, major, nationality, and locality.(5) There was a significant difference of professional courses in nationality; while there is no significant difference of professional courses, skill courses and public courses in gender, grade, major, locality, single child or not, and class leader or not.(6) There was significant relevance between academic emotions and academic self-efficacy, between academic emotions and professional courses achievements, between academic self-efficacy and professional courses achievements, and between academic self-efficacy and skill courses achievements. Academic self-efficacy partially mediated the relationship between positive academic emotions and professional courses achievements; while academic self-efficacy wholly mediated the relationship between negative academic emotions and professional courses achievements.