The Relationship Among Middle School Students’ School Connection,Academic Emotion,Academic Achievement And Head Teachers’ Emotional Labor

The research object of this study is 625 middle school students and 32 head teachers of 32 classes in Hailin,Heilongjiang.Adopting school connection scale,teenager academic emotion questionnaire,academic achievement questionnaire,and emotional work questionnaire to the teachers of middle and primary school to survey the participants,conducting independent samples t test to the collected data,single factor analysis of variance,correlation analysis,the intermediary effect test,cross level adjustment effect test,obtains the following results:(1)The scores of middle school students’ school connection and its various dimensions(teacher support,student support and school belonging)are all at the middle level;There are significant differences in the scores on gender in school belonging.The school connection and its various dimensions are significantly different in whether or not to be a class cadre;the score of school connection and its various dimensions decreases with the increase of grade.There are significant differences between teachers’ support in the family residence.The total scores of teachers’ support,students’ support and school connection have significant differences in parental education.The school connection and its various dimensions have significant differences in family relations.(2)The score of positive academic emotion of middle school students is above the middle level,while the negative academic emotion score is under the middle level;there are significant differences in academic emotions on whether being the class cadres or not;the difference of negative academic emotions on grade is extremely significant.The difference of negative academic emotions is very significant in the family residence.Negative academic emotions were significantly different in parental educating pattern.Negative academic emotions are significantly different in family types.Negative academic emotions are significantly different in the family month income.The difference of negative academic emotions is very significant in family members relationships.Negative academic emotions are significantly different in the parents’ education degree.In the scores of positive academic emotion,there are significant interaction between sex and the mothers’ education degree;there are significant interaction between whether being the class cadres or not.In the scores of negative academic emotion,there are significant interaction between sex and grades;there are significant interaction between sex and the mothers’ education degree.(3)The differences of academic achievement of middle school students in various demographic variables are significant.There are significant interaction between sex and grades;there are significant interaction between whether being the class cadres or not and grades.(4)The score of passive depth behavior of the head teacher’ s emotional labor has significant difference in the teaching age.(5)Positive academic emotion is positively correlated with teacher support,sense of belonging to school,total score of school connection and academic achievement;Negative academic emotion is negatively correlated with the total score of school connection and its each dimensions(teacher support,student support,school belonging)and academic achievement;the total score of school connection and its dimensions(teacher support,student support,school belonging)are positively correlated with academic achievement.(6)School connection can significantly and positively predicts of academic achievement,and the predictive role of teacher support and student support on academic achievement is significant.(7)School connection and its various dimensions can significantly and positively predict positive academic emotions,school connection and its various dimensions can significantly and negatively predict negative academic emotions.(8)Academic emotion plays a complete mediating role between school connection and academic achievement.(9)Being the only child or not plays an adjusting role in the first stage of school connection→positive academic emotion→academic achievement.(10)the passive depth behavior of the head teacher adjusted the indirect effect of middle school connection and students’ support dimension and negative academic emotion.