| As society and technology continue to advance,people’s pursuit of higher value and cultural communication are influenced by social and cultural forms,which the input cost of culture and education is increasing year by year.High school students also pay special attention to the accumulation of usual knowledge or skills.Academic achievement is an index that reflects personal learning situation and strength through examination results,and reflects the learning achievements of high school students,which is formed under the traditional examination-oriented culture education.Studies have shown that emotional creativity may respond to strategies and motivation in the learning process.That is to say,even if high school students were emotional about events,they were willing to spend more time trying to solve them,and full of energy and confidence in their own learning tasks,which showing innovative learning methods and methods.However,the research objects of emotional creativity and academic performance were mainly concentrated in college students or vocational college students,and research on high school students was very rare.And Granville S.Hall described the emotional development this period which senior high school students aged 15-18 as a period of ‘high winds and stormy waves’.At this stage,the logic of thinking gradually matures,the social content of emotion was rich but superficial,the response to external stimulus was quick but easy to be extreme,and it often falls into the contradiction between subjective desire and objective reality,and the emotional experience was irritable and unstable.If high school students lack goals and self-confidence in the assigned learning tasks,they were depressed and prone to extreme or school-weariness behaviors.Therefore,the emotional response of senior high school students is not appropriate or lasting,which will lead to extreme behavior and even self-injury behavior,affecting the degree of learning completion.As a derivative of emotion,emotional creativity is the creative ability manifested in emotions.Therefore,it was of theoretical and practical significance to explore the relationship between emotional creativity and high school students’ academic performance,that would expand the research on emotional creativity in the field of education in ChinaIn this context,based on emotional social construction theory,this study collected 486 valid questionnaires of senior high school students,and uses SPSS20.0software,to which verify the relationship between high school students’ emotional creativity and academic performance.Furthermore,through correlation analysis method,stepwise regression analysis method and intermediary effect test,mediating effect test,the role of achievement motivation and academic self-efficacy were discussed.Results showed:(1)Emotional creativity had a significant positive impact on high school students’ academic self-efficacy;(2)Emotional creativity had a positive impact on high school students’ academic performance;(3)Academic self-efficacy had a momentous positive effect on high school students’ academic performance;(4)Academic self-efficacy played an intermediary effect on emotional creativity and high school students’ academic performance;(5)Achievement motivation had a moderating effect between academic self-efficacy partially and high school students’ academic performance;(6)Achievement motivation as a mediated-moderator,which regulated the mediating process of the influence of emotional creativity on high school students’ academic performance through academic self-efficacy.Conclusion: The mediating effect of academic self-efficacy between emotional creativity and high school students’ academic performance is regulated by achievement motivation.It means that the higher the level of achievement motivation,the closer the effect of emotional creativity and academic performance. |
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