The Influence Of Junior High School Students' Academic Emotions On Their Academic Efficacy: A Moderated Mediation Mode

Entering the junior high school stage,junior high school students not only have to face the new changes in the number of course categories and the increase in the difficulty of the curriculum,but also face the fierce competition of ordinary high school recruitment,especially compared with the primary school period,the academic performance of junior high school students shows a rapid differentiation trend,and the great changes in many learning situation factors can easily lead to the negative academic emotions of some junior high school students who are not conducive to self-development,and even have a serious sense of shame,affecting their subsequent experience of school learning and life-this problem has attracted the attention of many researchers.In the past,there have been many studies on the relationship between academic mood and academic effectiveness to explore the mediation between the two,but they have not involved academic control and academic shame.Because the physical and mental development of junior high school students is not yet mature,along with the emergence of bad academic emotions,self-evaluation and self-control will also change.Therefore,the use of multi-factor analysis methods to study the influence of academic emotions on academic effectiveness of junior high school students,and carry out targeted psychological interventions accordingly,is a useful exploration to promote junior high school students to form a positive learning mentality conducive to self-development.In this study,under the premise of combing through the relevant literature at home and abroad,two studies were carried out.Study 1092 junior high school students were surveyed by psychometric method,with the aim of understanding the characteristics of junior high school students’ academic emotions,academic shame,sense of academic control,and sense of academic effectiveness in terms of grade,academic level and parents’ education level,and family residence,and explored the internal mechanisms of junior high school students’ sense of academic control between academic emotion and academic effectiveness,and the moderating role of academic shame;Before-and-after tests were compared to verify the effectiveness of group counseling in improving junior high school students’ perception of academic shame and improving their sense of academic control.The main conclusions of the study are as follows:1.Junior high school students with different genders,grades,academic levels,parents’ education level,whether they are only children and place of residence have significant differences in academic sentiment.Among them,anxiety,shame and anger,girls are generally higher than boys;the total score of positive academic emotions in the first grade is higher than that of other grades;the higher the academic level,the higher the positive academic emotions.2.The difference in the sense of academic control of junior high school students of different grades,academic levels,and parents’ educational level has reached a significant level.Among them,the sense of academic control in the third grade is higher than that of other grades;the higher the degree of academic level,the higher the sense of academic control.3.There are significant differences in academic effectiveness between different genders,grades,parents’ educational attainment,academic level,whether they are only students and junior high school students in their place of residence.Specifically,the academic effectiveness of boys is higher than that of girls;the academic effectiveness of the first grade is higher than that of other grades;the higher the level of education of parents,the higher the sense of academic control;and the academic effectiveness of urban students is significantly higher than that of rural students.4.Junior high school students of different genders and academic levels have significant differences in academic shame.Girls are more ashamed of their studies than boys;5.Positive academic emotions were positively correlated with academic control,academic shame,and academic effectiveness;negative academic emotions were negatively correlated with internal action control and academic effectiveness;and academic control was positively correlated with academic shame and academic effectiveness.6.The sense of academic control plays a mediating role in positive academic emotions and academic effectiveness.7.Academic shame has a regulatory effect between positive academic emotions and a sense of academic control.8.The intervention using the self-programmed group tutoring program was verified to be effective in improving the sense of academic control of junior high school students.In summary,there are grade and gender differences in academic emotions and other aspects of junior high school students,and in the face of the academic emotions of junior high school students,it is necessary to pay positive attention to them,and at the same time make good use of the positive aspects of shame.