A Study On The Relationship Among Academic Achievement Motivation,Academic Self-efficacy And Academic Emotion Of Middle School Students

In order to explore the relationship among middle school students'academic achievement motivation,academic emotion and academic self-efficacy,the author hopes to explore and establish the intermediary model between them on the basis of investigation and research,and then guide the practice of education and teaching,improve the level of students'academic development,and promote the growth of students'mental health.In this study,the seventh to ninth grade students of a school in Futian District of Shenzhen were taken as samples.This study used demographic information questionnaire,academic achievement motivation scale,academic self-efficacy questionnaire and adolescent academic emotion questionnaire to investigate the relationship between students'academic achievement motivation,academic emotion and academic self-efficacy.The data of 751 valid questionnaires were collated and counted by SPSS23.0.The results showed that:?1?There were significant differences in academic achievement motivation?F=14.800,P=0.000?and academic emotions?F=5.371,P=0.005?among different grades,and they showed a downward trend with the increase of grade.Academic self-efficacy?F=1.815,P=0.16?and positive high-arousal academic emotions?F=2.953,P=0.053?remained relatively stable in the three years of junior middle school.There is no significant difference in grade.?2?There were significant differences in academic self-efficacy between non-only children and only children?t=-2.677,P=0.008?,the average score of the only child?3.65�0.55?was higher than that of the non-only child?3.54�0.51?,but no significant differences in academic achievement motivation and academic emotion.?3?There was no significant difference in academic achievement motivation among students with different parental education levels,but there were significant differences in academic self-efficacy(F_mother=4.308,P_mother=0.014;F_father=6.002,P_father=0.003)and Academic Emotion(F_mother=3.748,P_mother=0.024;F_father=3.877,P_father=0.021).?4?There were no significant differences in academic achievement motivation,academic self-efficacy and academic emotion among students of different gender,household registration,Non-divorced and divorced families.?5?Academic achievement motivation,academic self-efficacy and academic emotions were positively correlated.The Pearson correlation coefficient between academic achievement motivation and academic self-efficacy was 0.454,the Pearson correlation coefficient between academic self-efficacy and academic emotions was 0.679,and the Pearson correlation coefficient between academic emotions and academic achievement motivation was 0.679.The correlation coefficient is 0.340,and their P values are all less than 0.01.?6?Achievement motivation had no significant mediating effect between academic self-efficacy and academic emotions.Success expectation and expectation,attitude to overcome obstacles to success,and success requirement had no significant mediating effect between academic self-efficacy and academic emotion.Mediate effect was significant.The mediate effect was explained by total effect,direct effect and indirect effect.The contribution rate of mediate effect to total effect was6.5%.It can be seen that academic achievement motivation,academic self-efficacy and academic emotion are closely related to students'learning activities.Academic self-efficacy can directly affect academic emotion.It can also affect academic emotion through the intermediary role of the recognition of the importance of success.Teachers consciously use interventions to improve students'academic performance.The awareness of self-efficacy and the importance of success is of positive significance to the improvement of students' academicmood.