The Relationship Between Academic Emotion And Scientific Creativity Of Junior High School Students

At present,our country is in the period of social transformation,scientific creativity as an important indicator of the comprehensive quality of talent is increasingly concerned.Scientific creativity as an important indicator of the comprehensive quality of talent is increasingly concerned.The cultivation of scientific creativity for junior high school students is related to whether it can become the warpage in the future international field.At the same time,young people's mental health problems have become an unavoidable focus in education.Academic emotion is the most frequently encountered emotion in middle school students' daily life and learning,and plays a vital role in their physical and mental health.From the results of neuro-anatomy research,emotions and creativity are closely related to the amygdala structure.So,what is the relationship between them? Some researchers believe that positive emotions are conducive to creative expression;Conversely,there are researchers who explain the contrary,and they believe that negative emotions,such as frustration,can also help the development of creative activities.In a word,there has been no consensus conclusion.In order to study the relationship between Academic Emotion and Scientific Creativity,this study took a stratified random sampling.In three rural junior high schools in Wenzhou,ZheJiang Province,a class of grade 1,junior middle school and junior grade was selected.A total of 430 students were investigated by questionnaire to analyze the special development of Academic Emotions and Scientific Creativity.Then,the correlation analysis,hierarchical regression analysis and path analysis were adopted,focusing on the relationship between academic emotions and scientific creativity.The conclusions are as follows:1.Junior high school students experience highly positive academic emotions more than other types of academic emotions,and also experience negatively low arousing academic emotions more than positively low arousal academic emotions and negatively low arousing academic emotions.There are significant gender differences in academic emotions among junior middle school students.Girls experience more negative learning emotions than boys,such as anxiety?shame?boredom?depression.2.There are significant differences in the scientific creativity of junior high school students on the specific dimensions,which indicates that the students in this stage have uneven development in the dimensions of creativity.The gender differences in the total score and the dimensions of scientific creativity are not significant,and there are significant differences in the source of scientific creativity.The level of scientific creativity in urban junior middle school students is significantly higher than that of the rural junior high school students3.On the overall score of scientific creativity,positive high arousal scores of students with high creativity were higher than those of low scores.On the dimension of application of scientific creativity,high scores of scientific creativity were significantly lower than those of low score subjects.In terms of product improvement and problem solving dimensions,the differences between the two groups in various academic emotional types did not reach a significant level.Positive academic emotions can positively predict scientific creativity scores.