The Research On The Correlation Between Senior Students' English Academic Emotion And Performance

The English Curriculum Standards(2017)explicitly demands that we should pay attention to students' emotional and psychological development.English teachers must be aware of the importance of emotional factors in language learning.Especially for senior students,they are in an important stage.Positive academic emotions are very important for their learning and psychological well-being.Therefore,cultivating positive academic emotions is crucial for students to improve their academic performance.This research selected 201 senior students from Number 11 Middle School of Huairen City,Shanxi Province as research subjects by issuing questionnaires twice,using literature analysis and “Adolescent Academic Emotion Questionnaire” complied by Dong Yan and Yu Guoliang to conduct the survey,using one-way analysis of variance,paired sample t test,and multiple linear regression to research the correlation between senior students' English academic emotion and performance.The results show that:(1)Only positive deactivating arousal dimension of science and liberal art students' academic emotion has a significant difference before and after English test.Further research shows that in relaxation factor,there is significant difference in science and liberal art students' academic emotion before and after English test.(2)Students with higher performance experience more positive emotions while students with lower performance experience more negative emotions.In 3 factors(pride,happiness,hope)of positive activating arousal dimension,top group of science students is significantly higher than medium group and bottom group.However,three groups of liberal art students don't have significant difference.In 3 factors of positive deactivating arousal dimension(satisfaction,calmness,relaxation),three groups of science students all show significant differences.Besides,three groups of liberal art students have significant differences in two factors(satisfaction,relaxation).In the factor(shame)of negative activating arousal dimension,there are both significant differences for science and liberal art students.In 3 factors(boredom,helplessness,agitation)of negative deactivating arousal dimension,three groups of science and liberal art classes also show significant differences.(3)English academic emotion of science and liberal art students is significantly correlated to performance.Positive academic emotions are positively correlated to performance while negative academic emotions arenegatively correlated to performance.Further study showes that the satisfaction emotion of science students and performance are significantly correlated,and satisfaction & relaxation emotions of liberal art students and performance are significantly correlated.The correlation between English academic emotion and performance suggests that educators should inspire students objectively and correctly treat academic performance,guide students to know about their own academic emotion.English teachers should pay attention to the cultivation of students' positive English academic emotion such as relaxation,satisfaction,pride,happiness and hope.At the same time,teachers should reduce the generation of negative emotions such as shame,helplessness,depression,anxiety,thus promoting healthy growth of students' psychology and the improvement of students' academic performance.