The Influence Of Class Atmosphere And Self-efficacy On Academic Mood In The Upper Grades Of Elementary School

For the pupils,the class environment is an important sub-system for their growth.In this system,the pupils’ sense of class climates,self-efficacy,as well as the academic emotions,etc.will all exert important influences on the students’ learning and growths.In this study,853 students in four primary schools in Guangzhou were investigated by using the questionnaire of the class interpersonal harmony,self-efficacy and academic emotion to find the relationship between class climate,self-efficacy and academic emotions.In the same time,we adopts group counseling as an experimental intervention to explore whether group counseling intervention can improve the perceived level of class climate in primary school students and how group counseling intervention to improve the self-efficacy and reduce negative academic emotions.The conclusions of these researches are as follows:(1)There exists positive correlations between class climates,self-efficacy and positive academic emotions and negative correlations between class climates,self-efficacy and negative academic emotions.(2)There are significant differences in class climate perception among students of different genders.There were significant differences in academic emotions among students of different grades.Whether to serve as a class leader,actively participate in activities,and obtain honorary certificates have significant differences in class climate,self-efficacy and academic emotions.(3)Class climates and self-efficacy can predict positive high-arousal and positive low-arousal significantly.In the same way,Class climates and self-efficacy can predict negative high-arousal and negative low-arousal significantly.(4)Self-efficacy has a partial mediating effect between the class climates and high-arousal,positive low-arousal,negative high-arousal and negative low-arousal.(5)Experiment counseling intervention can significantly improve the perception of class climates,enhancing students’ self-efficacy and positive emotions,indicating a positive intervention experiment can effectively improve study emotions.