The Relationship Between Middle School Students' Basic Psychological Needs And Academic Emotion

To date,researchers have conducted numerous studies on the basic psychological needs theory in education,and the results show that basic psychological needs satisfaction not only stimulates positive emotions in students,but also has an impact on students’ academic emotions.Similarly,the closer students are to their schools and teachers,the more enthusiastic they are in participating and exploring school activities,and the more interested and curious they are in knowledge,the more likely they are to have positive academic emotions.Based on previous studies,this paper explores the relationship between students’ basic psychological needs and their academic emotions,using the school connection as a mediator,and provides a method and basis for regulating students’ basic psychological needs to promote their positive academic emotions in the future,so as to promote the psychological health development of secondary school students.In this study,based on literature analysis,the Basic Psychological Needs Satisfaction and Frustration Scale and the School Connections Scale(SCQ)were translated,and 1154 secondary school students were surveyed using the above translated versions of the scale and the Academic Mood Scale,while data analysis was conducted using SPSS 23.0 and AMOS 24.0.The results were as follows.First: There were significant gender differences in relationship need satisfaction,relationship need frustration,competency need satisfaction and competency need frustration among basic psychological needs and positive high arousal,positive low arousal and negative high arousal among academic emotions.Significant differences existed in the dimensions of basic psychological needs,school connectedness,and academic mood by grade level.Second: Controlling for gender and grade variables,the three dimensions of autonomy need satisfaction,relationship need satisfaction,and competence need satisfaction were significantly and positively related to positive high arousal and positive low arousal in academic mood;the two dimensions of autonomy need satisfaction and competence need satisfaction negatively predicted negative high arousal and negative low arousal.The autonomy need frustration dimension and the competence need frustration dimension negatively predicted positive high arousal and positive low arousal,and positively predicted negative high arousal and negative low arousal.Third: controlling for gender and grade variables,social competence partially mediated both positive high arousal and positive low arousal in autonomous need satisfaction and academic mood;ambience perception partially mediated between autonomous need frustration and negative low arousal;engagement partially mediated between relational need frustration and positive low arousal and negative high arousal in academic mood;and engagement partially mediated between partially mediated between Competence Need Satisfaction and Positive High Arousal.The following conclusions were drawn.High overall scores for the four dimensions of basic psychological needs of autonomy need satisfaction,relationship need satisfaction,competence need satisfaction,and school connectedness among secondary school students indicate that students have better relationships with others,gain a higher sense of belonging,and reflect more positive academic emotions and lower scores for negative academic emotions in their studies.The correlation between basic psychological needs,school connectedness,and academic emotions reveals that educators and parents should choose the appropriate approach when dealing with students.Suggestions are provided for basic psychological needs,school connectedness,and academic mood to help enhance basic psychological needs satisfaction,strengthen school connectedness as well as promote the development of positive academic mood and regulate negative academic mood in secondary school students.