A Study On The Relationship Between Academic Stress And Academic Emotions Of Junior High School Students And Its Intervention

Junior middle school students in emotional instability development stage,is also a stage,the academic pressure heavy academic pressure as a junior high school students of its main sources of stress,as the growth of the grade,is overweight study pressure will cause students to produce the bad emotions such as anxiety,depression,poor academic emotion and will,in turn,increase the students’ academic stress,affect their psychological health.Therefore,it is necessary to have positive academic emotions,reduce negative academic emotions and reduce academic pressure.This study consists of two parts: relationship study and intervention study,taking 668 students from a middle school in Xining city as the research object.Firstly,the first study used the Middle School Student Academic Pressure Questionnaire and adolescent Academic Emotion Questionnaire as measuring tools,focusing on the status of academic pressure and academic emotion,and discussing the relationship between academic pressure and academic emotion.On this basis,the second study adopts group psychological counseling to carry out psychological intervention on the academic mood of junior high school students,and adopts the principle of voluntary recruitment of 60 students in the third grade of the school who consciously feel bad academic mood and feel great academic pressure as the psychological intervention research object,which is randomly divided into experimental group 30 people,control group 30 people.After the pre-test,the experimental group was given six times of academic mood group psychological counseling,while the control group was not given any intervention.After the intervention,a post-test was conducted and the "Group Satisfaction Evaluation Form" was filled in to study the intervention effect.Based on this,this study draws the following conclusions:（1）The overall analysis of the respondents shows that the overall academic pressure of junior middle school students is in good condition,and other dimensions are close to the theoretical median except teachers’ pressure.However,the score of parental pressure,self-pressure and social pressure is higher than that of teacher pressure.Most of the positive academic emotion scores were higher than the theoretical median,while few of the negative academic emotion scores were higher than the theoretical median,so the overall emotional state of junior high school students was good.（2）The total score of academic stress was negatively correlated with positive low arousal emotion,indicating that when the total score of academic stress was higher,that is,when the academic pressure was higher,the score of positive low arousal was lower,and the positive low arousal emotion was less.The scores and total scores of each dimension of academic stress were significantly positively correlated with high negative arousal and low negative arousal scores,that is,the higher the academic pressure was,the more negative academic emotions were.（3）In regression analysis,all dimensions and factors of negative academic emotion can positively predict academic stress to a large extent.Pride and hope in positive high arousal can significantly positively predict the total score of academic stress,while satisfaction,calm,relaxation can significantly negatively predict the total score of academic stress.（4）Group psychological counseling program can effectively improve the positive academic mood of junior high school students,reduce their negative academic mood,reduce the academic pressure to a certain extent.