An Investigation On English Class-related Academic Emotions Of Senior High School Students

Academic emotions,an important factor affecting students’ learning,have become a hot spot on research of pedagogy and psychology at home and abroad,which have attracted extensive attention to scholars all over the world since the 21 st century.Academic emotions have discipline particularity.English plays a very important role in senior high school education.Therefore,this study combined academic emotions with English subject.Due to the situation specificity of academic emotions,only classroom situation was selected in this study.English class-related academic emotions,which refer to the students’ experience of various emotions in the process of English classroom teaching and learning.In this study,952 senior high school students in Qiannan area were selected as the research participants to conduct a questionnaire survey to examine the English class-related academic emotions of senior high school students.The research purposes are as follows:(1)To investigate the current situation of students’ English class-related academic emotions in senior high school.(2)To examine the differences in students’ English class-related academic emotions in gender.(3)To find the correlations between students’ English class-related academic emotions and their English achievement goal orientation.(4)To explore whether students have different class-related academic emotional tendencies.In this study,descriptive statistics,independent sample T-test analysis,correlation analysis and multiple regression analysis were used.The results are as follows:(1)Among the four dimensions of English class-related academic emotions,one is at the high level and three are at the medium level.The positive-high arousal emotions are at the high level,while positive-low arousal emotions,negative-high arousal emotions,negative-low arousal emotions are at the medium level.(2)There are significant differences in English class-related academic emotions between male and female students both at overall and category level.(3)There are significant correlations between students’ English class-related academic emotions and their English achievement goal orientation.Regression analysis showed that students’ mastery-approach goal,performance-approach goal and performance-avoidance goal can predict students’ English class-related academic emotions.(4)Students have different class-related academic emotional tendencies towards English class.Some major reasons are as follows: teachers’ attitude towards students’ English learning in class,differences in students’ English language proficiency,activities of English class,difficulty of teaching content and teachers’ presentation of teaching.In view of the above research results,the researcher puts forward the following suggestions:first,to create a good classroom atmosphere;second,to encourage students to study English in groups;third,to strengthen the cultivation of students’ positive academic emotions and the dredge of negative academic emotions;fourth,to guide students to establish the mastery-approach goal.