A Study On The Relationship Between The Strong Goals,Academic Emotion And Academic Self-efficacy Of Middle School Students

This dissertation consisted of three studies to explore individuals’motivational tendencies during the self-regulation process. The self-designed questionnaires were used to distinguish the different types of strong-goal. On the one hand the internal relationships among the strong-goal, academic emotion and academic self-efficacy were been studied and the results revealed that the strong-goal has profound influences on the academic emotion and self-efficacy. On the other hand, the researcher manipulated the experimental context to study whether the academic task would affect the individuals’academic emotion and self-efficacy.Not only designed the strong-goal questionnaire and also did the adolescent Academic Emotion Questionnaire(AEQ) be revised in study 1. According to analyzing the reliability and credibility of the questionnaires with the method of Exploratory factor analysis and confirmatory factor analysis, results showed that these two questionnaires were endowed with high reliability and credibility. The study 2 investigated the internal relationships among the strong-goal, academic emotion and academic self-efficacy. The results indicated significant correlation among the strong-goal, academic emotion and academic self-efficacy. The regression analysis revealed that the different type of strong-goals could significant predict the strength of academic emotion and academic self-efficacy acted as a partial mediator between strong-goal and academic emotion. In order to manipulate the experimental context, Stuy 3 (A) to control the situation in the success or failure of the mission, to explore the school failure and success on different kinds of strong target individual emotions and the impact of self-efficacy. The results indicated the success or failure of tasks of schoolwork affect individual positive mood low arousal high arousal and negative emotions. Research 3 (B) the substitution of mobile game task for the research of tasks of schoolwork, results and no significant difference.The findings of this study can be summarized as follows:the self-designed strong-goal questionnaire and the revised adolescent Academic Emotion Questionnaire (AEQ) were endowed with high reliability and credibility. And the academic self-efficacy acted as a partial mediator between strong-goal and academic emotion. In a word, the strong-goal affect the academic emotion in the real learning context indeed.