The Relationship Between Effort-Reward Imbalance Of Middle School Students And Academic Emotions

Academic emotions are emotional experiences that include positive and negative experiences on emotions in the process of learning.To cultivate positive emotions of students in their study and life can maintain their physical and mental health,improve their self-regulation ability and promote their growth.As a source of pressure in learning,the effort-reward imbalance that middle school students experience the imbalance feeling about the high effort and low reward in learning life plays a certain role in the development of academic emotions of students.And as a recognition of adversity,belief about adversity also has an important relationship with academic emotion of students.The development of all kinds of psychological qualities of middle school students is in a period of relative sensitivity and fluctuation.Therefore,the study of the relationship between the effort-reward imbalance and academic emotions can reduce the feeling of effort-reward imbalance so that improve the development of academic emotions of students.At the same time,a thorough study of the mechanism of belief about adversity will help to improve academic emotions of students and find more operable interventions to improve positive academic emotional experience of students.The study selected totally 1257 students from a high school and a junior high school in Anhui Province,Xuancheng City and a complete middle school in Feidong County as the survey object.The “Effort-Reward Imbalance scale(middle student version)” adapted by Fukuda and translated by Li Jian,“Chinese Cultural Beliefs about Adversity Scale” from Shek and “Adolescent Academic Emotions Questionnaire” from Yu Guoliang can be used to explore the relationship between the effort-reward imbalance and the academic emotions of middle school students.Conclusions of the study are as follows:1.Middle school students are generally in a state of effort-reward imbalance;positive academic emotion are higher than negative academic emotion,and high arousal academic emotions are higher than low arousal academic emotions of middle school students;middle school students are in a positive state of beliefs about adversity.2.The difference in grades of effort-reward imbalance in middle school students is significant,but the difference of gender is not significant;About academic emotions of middle school students,the differences of gender in the positive-high arousal academic emotions is not significant.The differences of gender in other dimensions are significant.At the same time,the difference in grades of academic emotions reached a significant level in all dimensions;the difference in gender of beliefs about adversity of middle school students was not significant.3.The effort-reward imbalance of middle school students negatively predicts positive academic emotion,positively predicts negative academic emotion;beliefs about adversity positively predict positive academic emotion,negatively predict negative academic emotion.4.Beliefs about adversity play a partial mediating effect between the effort-reward imbalance of middle school student and positive academic emotion;and it also play a partial mediating effect between the effort-reward imbalance of middle school student and negative academic emotion.