A Survey On Academic Emotions And Academic Help-seeking Behavior Of Senior High School Students In English Learning And The Relationship Between Them

Nowadays,students’emotions in learning has been given more serious attention,because they have important influence on students’ learning.English is a quite important subject for senior high school students.Thus,studying their academic emotions in English learning can better instruct English teachers to teach students and help improve students’ academic emotions.Besides,academic help-seeking behavior is a great strategy to help improve students’ English performance.Therefore,studying students’ academic help-seeking behavior can let teachers and students further know the current situation of students’ academic help-seeking behavior,and help improve students’ help-seeking behavior in learning English.However,many studies have shown that teenagers wouldn’t like to ask others for help even if they are faced with trouble when learning English.The study is going to explore whether academic emotions in English learning has an influence on students’ academic help-seeking behavior.Through this study,not only the theory of academic emotions and academic help-seeking behavior can be enriched,but also some useful teaching advice will be given to teachers.Two questionnaires are used to measure 450 students’ academic emotions and academic help-seeking behavior.And the methodology of interview are taken to get evidence to further support and explain the results by analyzing data from questionnaires.The following conclusions can be drawn from the study.First,senior high school students experience more positive emotions than negative ones in English learning.Female students experience remarkably more negative-low arousal emotions than male students.Students majoring in Chinese,mathematics,English,physics,psychology and biology experience remarkably more positive-high arousal emotions than students majoring in Chinese,mathematics,English,politics,history and geography;students majoring in Chinese,mathematics,English,politics,history and geography experience remarkably more negative-low arousal emotions than students majoring in Chinese,mathematics,English,physics,psychology and biology.Senior two students experience remarkably more negative emotions than senior three students.Students with high grades experience remarkably more positive emotions and positive-low arousal emotions than average students and students with low grades;Students with high grades experience remarkably less negative emotions,negative-low arousal emotions and negative-high arousal emotions than average students and students with low grades.Second,senior high school students have more instrumental help-seeking behavior than avoidance help-seeking behavior and executive help-seeking behavior in English learning.When students need help,they will firstly tend to reference books,then to classmates and finally teachers.Female students have remarkably more instrumental help-seeking behavior and tend to reference books than male students.Senior three students have remarkably less executive help-seeking behavior than senior two students.Senior three students tend to ask teachers for help compared with senior students.Students with high grades have remarkably less executive help-seeking behavior and avoidance help-seeking behavior than average students and students with low grades.Students with high grades have remarkably more instrumental help-seeking behavior and tend to reference books more than average students and students with low grades.Third,there is a significant negative correlation between executive help-seeking behavior and the positive-high arousal emotions;there is a significant negative correlation between executive help-seeking behavior and the positive-low arousal emotions;there is a significant positive correlation between executive help-seeking behavior and the negative-high arousal emotions;there is a significant positive correlation between executive help-seeking behavior and the negative-low arousal emotions.There is a significant negative correlation between avoidance help-seeking behavior and the positive-high arousal emotions;there is a significant negative correlation between avoidance help-seeking behavior and the positive-low arousal emotions;there is a significant positive correlation between avoidance help-seeking behavior and the negative-high arousal emotions;there is a significant positive correlation between avoidance help-seeking behavior and the negative-low arousal emotions.There is a significant positive correlation between instrumental help-seeking behavior asking for help from teachers and the positive-high arousal emotions;there is a significant positive correlation between instrumental help-seeking behavior asking for help from teachers and the positive-low arousal emotions;there is a significant negative correlation between instrumental help-seeking behavior asking help from teachers and the negative-low arousal emotions.There is a significant positive correlation between instrumental help-seeking behavior asking for help from classmates and the positive-high arousal emotions;there is a significant negative correlation between instrumental help-seeking behavior asking help from classmates and the negative-low arousal emotions.There is a significant positive correlation between instrumental help-seeking behavior asking for help from reference books and the positive-high arousal emotions;there is a significant positive correlation between instrumental help-seeking behavior asking for help from reference books and the positive-low arousal emotions;there is a significant negative correlation between instrumental help-seeking behavior asking help from reference books and the negative-low arousal emotions.Fourth,some high school students’ academic emotions can predict academic help-seeking behavior in English learning.Students’ positive-low arousal emotions,positive-high arousal emotions,negative-low arousal emotions and negative-high arousal emotions can predict avoidance help-seeking behavior and executive help-seeking behavior.Students’ positive-low arousal emotions,positive-high arousal emotions,and negative-low arousal emotions can predict students’ instrumental help-seeking behavior asking for help from teachers;students’positive-high arousal emotions and negative-low arousal emotions can predict students’instrumental help-seeking behavior asking for help from classmates;students’ positive-low arousal emotions,positive-high arousal emotions and negative-low arousal emotions can predict students’ instrumental help-seeking behavior asking for help from reference books.