A Study On The Relationship Between Achievement Goals,Locus Of Control And English Academic Emotions Of Primary And Secondary School Students

English is an important subject of compulsory education in our country,research students in English learning motivation,emotional problems,such as to improve the students' interest in English and learning has very important significance.Academic emotions have field particularity,namely its research should be combined with the specific subject.This study combining academic emotion and English discipline,to explore the compulsory education stage student's English academic emotions.Previous studies have found that achievement goal is one of the important factors influencing the English academic emotions,students of English academic emotions with different achievement goal are also different.Psychological control source is a stable personality traits,internal control and external control attitude towards learning and commitment,which will affect their academic emotions and grades.This research achievement goal and mental control source selected these two important influencing factors,explore the primary and middle school students English academic achievement goal and mental control source and the relations between and among English academic emotions.In reading,this paper analyzed on the basis of previous literature,using the convenience sampling method from four schools in ShanDong province in fourth grade to nine grade of the questionnaire survey to 665 students as subjects,the results showed:(1)Primary and middle school students have higher scores in English learning,approaching goals,mastering approach goals,mastering avoidance goals,and achieving fewer goals and avoiding goals.Primary and secondary school English locus of control tends to internal control.Primary and middle school students have higher positive mood and less negative mood in English learning.The mastery approach goal of female students is higher than that of boys,and female students' locus of control is more inclined to internal control than boys',and boys' negative English learning emotion is more than female students'.Students master approach goal than junior high school students to a higher level,the primary locus of control of junior middle school students are more inclined to internal control,pupils' positive English academic emotions are more than junior middle school students and junior high school students,and the English academic negative emotions of junior middle school and junior high school students are more than pupils'.(2)Performance approach goal was significantly positively correlated with positive emotions and negative emotions were negatively correlated,positively correlated with source control;mastery approach goal and negative emotion was negatively correlated,positively correlated with source control;performance avoidance goal was negatively correlated with positive and negative emotions.The mood was significantly positively correlated,and locus of control was significantly negatively correlated;mastery avoidance goal was positively correlated with positive emotions were positively correlated with source control.There was a significant positive correlation between the locus of control and positive emotion,and negatively correlated with negative emotion.(3)Performance approach goal has a positive predictive effect on positive emotions,the negative emotions are negative predictors;mastery approach goal on negative emotions are negative predictors;performance avoidance goal has a negative predictive value of positive academic emotions,the negative emotion has a positive predictive effect;mastery avoidance goal positively predictors of positive emotion.(4)The mediating variables between the source of control and achievement in English learning.For specific performance,control approach goal and negative academic emotions between English has a mediating effect on the performance,the performance avoidance goal and the negative academic emotions between English fully mediated in mastery avoidance between the target and the positive English academic emotions play a completely mediating role;source control approach plays a part intermediary role between the target and the positive emotions in English academic achievement in the mastery approach goal and negative academic emotions between English plays a part intermediary role in the mastery approach goal and negative academic emotions between English plays a part intermediary role.