| Academic Emotion refers to all kinds of emotions that students experience in the learning situation,which will affect students’ cognitive processing and physical and mental health.In primary school mental health education,to cultivate students’ academic emotion management ability,we must master the basic characteristics of Academic Emotion and the path relationship to learning.Based on this,to explore the relationship between primary school students’ academic emotions and mathematics learning strategies can provide empirical basis for mental health education,help teachers better understand students,and adopt targeted measures to promote the healthy development of students.This study uses questionnaire survey,qualitative research and other methods to investigate the current situation of primary school students’ academic emotions and preliminarily constructs the relationship between primary school students’ academic emotions and teachers’ expectations,self-esteem and mathematics learning strategies.The research is divided into three parts: the first part is to investigate the current situation of pupils’ academic emotions through the "pupils’ academic emotions questionnaire";the second part is to study the influence of pupils’ academic emotions on mathematics learning strategies.1002 pupils were tested with the "perceived teacher expectation scale","self-esteem scale" and "pupils’ mathematics learning strategies scale",and SPSS25.0 was used to analyze the influence of pupils’ academic emotions on mathematics learning strategies.This paper discusses the chain mediating model of teachers’ expectation and self-esteem on Pupils’ mathematics learning strategies in academic emotions;Study 3 is a case study to further understand pupils’ academic emotions,so as to confirm or supplement the conclusions of study 1 and Study 2,and put forward suggestions and Countermeasures for cultivating pupils’ positive academic emotions.The results are as follows:(1)The overall level of primary school students’ academic emotion is relatively positive,and there are significant differences in demographic variables such as grade,school location,student origin,mathematics performance,number of friends,caregivers,etc.(2)Positive academic emotion has a significant positive predictive effect on primary school students’ mathematics learning strategies.Teacher expectation and self-esteem have a chain mediating effect on the relationship between positive academic emotion and primary school students’ mathematics learning strategies.Negative academic emotion has an indirect effect on mathematics learning strategies through two mediating variables: teacher expectation and self-esteem.(3)Through case interviews,we found out the influence of the difficulty of teaching tasks,the difficulty of homework and the amount of homework on the generation of pupils’ academic emotions.For the regulation of academic emotions,we generally use catharsis,attention diversion and reasonable emotional therapy for emotional self-regulation.Conclusion Results: positive academic emotion can promote primary school students’ mathematics learning strategies;positive academic emotion can also have a positive impact on primary school students’ mathematics learning strategies through teacher expectation and self-esteem;negative academic emotion has no significant impact on primary school students’ mathematics learning strategies,but negative academic emotion can have an impact on primary school students’ mathematics learning strategies through teacher expectation and self-esteem.This provides an empirical basis for mental health education and helps teachers to better understand students and take targeted measures to promote the healthy development of students. |
