7 And 8 Grades Rural Middle School Students' Academic Emotions Status Study

Currently, the studies on academic emotions mainly focus on several negative emotions, such as anxiety, angry. However, students can experience nearly all the emotions as they do in their daily life. In china, the existing empirical researches on students' academic emotions are rare, and there is no study on rural middle school students' academic emotions.This article bases on a survey of 261 7th grade students (127 boys,134 girls) and 270 8th grade students (140boys,130girls)in a rural middle school of Shandong Province. We found that:(1)Positive emotions are good positive predictors of students'academic achievement, while negative-deactivating emotions are good negative predictors of students'academic achievement. Negative-activating emotions are complicated correlated with students'academic achievement and are not good predictors of academic achievement.(2) Positive academic emotions and academic motivation are positively related, negative-deactivating emotions and academic motivations are negatively related. Academic master-approach achievement goals positively correlate with positive academic emotions, and negatively correlate with negative deactivating emotions; master-avoidance achievement goals positively correlate with activating emotions;academic performance-approach goals have positive correlationship with positive academic emotions, especially with positive activating emotions (proud, happy); academic performance-avoidance goals are negatively correlated with negative academic emotions. Academic self-efficacy and positive academic emotions are positively correlated and academic self-efficacy and negative deactivating emotions are negatively correlated.(3) Grade main effect in the academic emotions is obvious. Compared with 7th grade students,8th grade students experience more negative emotions and less positive emotions.(4)Gender main effect in academic emotions is not significant, only a few specific emotions have gender differences. Generally, boys experience more boredom, anger, exhausted, Chinese anger, mathematic anger, mathematic hopeless than girls.(5) Domain specificity of academic emotions is real existed. And this domain specificity tendency is growing with grade growth.