A Study Of The Junior Middle School Students' Academic Emotions And Its Relationship With Academic Performance And Achievement Goals

Academic emotions are various emotional experiences that directly linked to academic learning, classroom instruction, and academic achievement (enjoyment of learning, pride of success, or test-related anxiety). Academic emotions are important non-intelligence factor, it may be assumed that emotions influence students'cognitive processes and performance, as well as their psychological and physical health.We used stratified random summing method; it was investigated among 589 students in four middle schools in Hunan by the questionnaire. Based on exploring the development characteristics of academic emotions of junior middle school students, we used regression analysis and path analysis, discussed the relationships among academic performance, achievement goals and academic emotions.The research findings contain the follow conclusion:1. In the event probability, the positive emotions is more than negative emotions, the high arousal emotions is more than low arousal emotions2. There are significant grade differences in all these four academic emotions. Positive-high arousal achievement emotions,positive-low arousal achievement emotions and was increased with higher grade. Negative-high arousal achievement emotions,negative-low arousal achievement emotions was decreased with higher grade. There are significant gender differences in negative-high arousal emotions. Girls are higher than boys in negative-high arousal emotions such as anxiety.3. There are significant grouping differences in all these four academic emotions. High score group students have more positive academic emotions than the students in middle score group, Middle score group students have more positive academic emotions than the students in low score group. There are no differences between middle and low score group in negative-high arousal emotions.4. Academic performance correlate positively with positive achievement emotions and negatively with negative achievement emotions; performance approach goals correlate positively with positive-high arousal achievement emotions, positive-low arousal achievement emotions, negative-low arousal achievement emotions and negatively with positive-low arousal achievement emotions, mastery approach goals correlate positively with positive achievement emotions and negatively with negative achievement emotions; performance-avoid goals correlate positively with negative achievement emotions and negatively with positive-low arousal achievement emotions; Mastery avoidance goals correlate positively with positive-high arousal achievement emotions, positive-high arousal achievement, positive-low arousal achievement.5. In path analysis, academic performance was shown to predict positive-high arousal achievement emotions and negative-low arousal achievement emotions. achievement goals were documented as mediators of the relations between academic performance and achievement emotions. The results support the control-value theory.