An Empirical Study On The Correlation Among Academic Emotion,academic Self-Concept And English Achievement Of Junior High School Students

With the deepening understanding of individual differences in English teaching and learning,researchers at home and abroad put an emphasis on studying students’ academic emotion and academic self-concept.However,the analysis of the previous studies indicates that:(1)related research on students’ academic emotion and academic self-concept mainly employs qualitative research methods;(2)The research subjects mainly focus on college students;(3)There are few studies combining academic emotion and academic self-concept and studying their correlation with English achievement.Using the cognitive-motivational theory and affective filter hypothesis,adopting the mixed design,this study investigated the correlation among academic emotion,academic self-concept,and English achievement by sampling 334 junior high school students from Experimental School Attached to Yunnan Normal University for the questionnaire survey and 5 of them were invited for a face-to-face interview.This study intends to answer the following questions:(1)What types of academic emotions and academic self-concept do the subjects have?(2)What is the general situation of academic emotion and academic self-concept for the subjects?(3)Is there any correlation among academic emotions,academic self-concept,and English achievement in the subjects?(4)What are the important predictors of academic emotions and academic self-concept that affect the subjects’ English achievement?(5)What are the significant differences between the subjects’ academic emotions and academic self-concept among demographic variables such as gender,grade,and ethnic?In this study,SPSS 26.0 was used to analyze the quantitative data collected from334 junior high school students.The major findings are concluded as follows.(1)The components of academic emotion for the subjects are positive-high arousal emotion,positive-low arousal emotion,negative-high arousal emotion,and negative-low arousal emotion.The components of academic self-concept for the subjects are self-cognition,self-behavior,and self-experience.(2)The subjects’ general situation of academic emotion and academic self-concept reaches a medium level.The descriptive statistical analysis of the four factors of academic emotion indicates that positive-high arousal emotion is rated the best,followed by positive-low arousal emotion,negative-high arousal emotion,and negative-low arousal emotion.The descriptive statistical analysis of the three factors of academic self-concept indicates that self-experience is rated the best,followed by self-behavior and self-cognition.(3)English achievement is significantly,positively correlated with positive academic emotion and significantly,negatively correlated with negative academic emotion.There is a significant and positive relationship between English achievement and academic self-concept.Besides,there is a significant and positive relationship between academic emotion and academic self-concept.(4)Among the four factors of academic emotion,positive-high arousal emotion,and positive-low arousal emotion are the important predictors of English achievement.Among the three factors of academic self-concept,self-experience is the only important predictor of English achievement.(5)There are significant differences in the junior high school students’ academic emotion in terms of demographic variables such as gender and grade.Girls experience more negative academic emotions than boys.The negative-high arousal emotions and negative-low arousal emotions of the subjects in the third grade are significantly higher than those in the first and second grades.There are no significant differences in the subjects’ academic self-concept in terms of ethnic.Besides,there are significant differences in the subjects’ academic self-concept in terms of grades.Students in grade seven score significantly higher in self-experience than those of grade eight and grade nine students.There are no significant differences in the subjects’ academic self-concept in terms of gender and ethnic.