A Study On The Correlation Between Junior Middle School Students’ Academic Emotions And English Academic Achievement

Academic emotions not only contribute to the development of students’ cognitive activities,but also to the cultivation of active learning attitudes and learning strategies,so as to make students more engaged in learning by improving their sense of self-efficacy in order to improve academic achievement.However,previous studies on academic emotions mainly focus on the correlation between academic emotions and general academic achievement,while few focus on the correlation between academic emotions and academic achievement of specific subjects.Therefore,this thesis explores the following three research questions:(1)What is the current situation of junior middle school students’ academic emotions?(2)Are there differences in junior middle school students’ academic emotions in terms of gender and grade? What are the differences?(3)Is there any correlation between junior middle school students’ academic emotions and their English academic achievement?This study adopts questionnaire to investigate 150 junior middle school students in Xi’an.The results show that(1)Junior middle school students have a diversity of academic emotions in learning,and most of them show positive academic emotions.(2)Gender differences in junior middle school students’ academic emotions are not significant overall.In terms of grade differences,junior middle school students’ academic emotions differ significantly on positive high arousal.(3)The correlation between academic emotions and English academic achievement is significant.Some suggestions are put forward for improving students’ academic emotions and English academic achievement.