Research On The Current Situation And Influencing Factors Of Middle School Students' Emotions During Chemistry Homewor

Chemistry homework plays an important role in teaching evaluation,but various social phenomena show that students face serious psychological burden in the process of completing homework.It is of great theoretical and practical significance to understand students’ psychological situation when they finish their homework.Academic emotion is one of the indicators that reflect students’ academic psychological burden.It is also a non-intellectual factor that affects students’ learning process and results.The main purpose of this study is to investigate middle school students’ chemical homework emotion and related influencing factors.Therefore,based on literature analysis,this study firstly designed a survey scale of chemistry homework emotion,homework quality,homework efficacy,homework value and homework effort,which was suitable for chemistry discipline and had high reliability and validity,and investigated the related questions of homework type,homework time and academic performance.Secondly,questionnaire survey is used to analyze the relationship between the above variables and students’ academic performance.The survey samples were 776 middle school students in Dongguan city and Tianjin city.The effective data were collected by SPSS 25.0 software for descriptive,difference and correlation analysis,and AMOS 26.0 was used to construct structural equation model to analyze the relationship between homework emotion,homework quality,homework efficacy,homework value and homework effort.The following conclusions are drawn from the data analysis:(1)The homework type of middle school students is single,and the completion time of homework is too long and the difficulty of homework is high;Homework time has significant correlation with grades and academic performance;Homework difficulty has significant correlation with grade,but has no significant relationship with achievement.(2)The positive and negative emotions of middle school students in chemical homework are above the average level,and there is a certain psychological burden when students finish the homework;There is a significant relationship between middle school students’ chemistry homework emotion and homework difficulty,homework time and achievement.In addition,there is a significant positive correlation between the efficacy,value and effort of the middle school students.(3)The positive emotion of middle school students’ chemistry homework positively predicted the quality of homework,homework efficacy,homework value and homework effort.Negative emotion of chemistry homework negatively predicted job efficacy,job value and job effort,but had a weak correlation with job quality.Self-efficacy of quality positively predict the chemistry homework assignments and homework.Homework positive emotion played a mediating effect between homework efficacy and homework effort,between homework quality and homework effort,and between homework value and homework effort.There is no mediating effect between homework quality and homework effort.Homework negative emotion played a mediating effect between homework efficacy and effort,and between homework value and effort.Finally,based on the literature analysis and survey results,the corresponding teaching strategies and suggestions are put forward.