Research On The Influence Of Students’ Academic Emotions On Learning Engagement In Delivery Class

Delivery Class is an effective approach to address the issue of "inadequate,incomplete,and deficient" national curriculum in rural teaching points,indicating a pressing need for promoting the balanced development of urban and rural education,as well as revitalizing rural education.General Secretary Xi Jinping proposed in the report of the 19 th National Congress that "every child should be able to enjoy a fair and quality education".The ultimate aim of education is to foster the growth and advancement of individuals.With the help of Internet technology,the remote classroom enables real-time broadcasting and interactive teaching between rural teaching centers and urban central schools.This is a crucial step towards enhancing the all-round development of students in rural areas and the balanced development of quality compulsory education in urban and rural areas.Extensive research has uncovered the fact that Delivery Class still suffer from low levels of student engagement,motivation,and initiative.Academic emotions have been identified as a critical factor in determining student engagement and learning initiative.The control-value theory categorizes academic emotions into four distinct categories:positive high arousal,positive low arousal,negative high arousal,and negative low arousal.This classification system provides a useful framework for analyzing the types of emotions that individuals experience in academic contexts.How do students’ academic emotions affect learning engagement in Delivery Class? How do the different types of emotions affect students’ academic engagement? The present study is primarily concerned with the aforementioned point.This study utilizes the control-value theory,Participation-Identification Model and achievement goal theory to explore the correlation between students’ academic emotions and learning engagement in Delivery Class.The analytical approach involves multiple linear regression analysis and mediated adjustment tests to examine the impact of students’ academic emotions on learning engagement.The primary objective of this study is to examine how students’ academic emotions affect their learning engagement in Delivery Class.There are six main findings of this study:(1)Students experienced more positive emotions than negative emotions in Delivery Class,with negative emotions increasing as grade level increased.(2)Students’ academic emotions in Delivery Class significantly predicted learning engagement,positive high arousal and positive low arousal significantly and positively predicted learning engagement,while negative high arousal and negative low arousal did not significantly predict learning engagement.(3)There was a significant effect of academic emotion on academic self-efficacy,positive high arousal and positive low arousal both positively predicted academic self-efficacy,while negative high arousal and negative low arousal did not significantly predict academic self-efficacy.(4)Academic self-efficacy and achievement motivation were significantly and positively related to learning engagement.(5)Academic emotion significantly predicted learning engagement through the mediating effect of academic self-efficacy,which was partially mediated by academic self-efficacy between positive high arousal,positive low arousal and learning engagement,and insignificantly mediated by academic self-efficacy between negative high arousal,negative low arousal and learning engagement.(6)Achievement motivation significantly moderated the effect of academic emotion on learning engagement,as follows: avoiding failure significantly moderated the relationship between positive high arousal,positive low arousal and learning engagement,but not the relationship between negative high arousal,negative low arousal and learning engagement;pursuing success did not significantly moderate the relationship between positive high arousal,positive low arousal,negative high arousal,negative low arousal and learning engagement.Based on the findings of the analysis on the impact of students’ academic emotions on learning engagement in Delivery Class,as well as the results of the interviews,this study proposes four recommendations to enhance students’ learning engagement in Delivery Class and improve the quality of rural education,with a focus on academic emotions.(1)It is important to pay attention to students’ emotional experiences and prioritize the promotion of positive emotions.(2)Students should be guided to make reasonable attributions and learn how to manage negative emotions.(3)Maintaining a stable emotional state and strengthening emotional regulation should be emphasized.(4)Providing timely feedback to students can help stimulate their achievement motivation.