A Study Of Junior High School Students’ Peer Relationship On The Academic Emotions And Academic Performance

Students in Junior high school are growing and developing in the early stages ofadolescent, at this stage, the young people have prominent characteristics of their age in socialcontacts or mental state. With aging, junior high school students have changed their socialcontacts from the elderly into their peers, therefore, peers relations play an increasinglyimportant role in their interpersonal. Peer relationships of junior high students have kinds ofimpact in their learning and life. According to the control-value theory of Pei Kelun,interpersonal relationships is an important factor in academic emotions. This study whichthrough research on peer relationships and academic emotions investigate whether therelationships can play a role in prediction or the extent to predict. In addition, on the basis ofthe above study, this article wishes to analyze whether the academic emotions play anintermediary role in the process of peer relations on academic performance.In this study, the author conducted a questionnaire survey of420junior high schoolstudents using the "rating scale" and "An Academic Emotions Questionnaire", which to studythe basic situation of the junior high school peer relations and academic emotions, therelationship between peer relationships and academic emotions, as well as the relationshipbetween this two and academic achievement.The findings are as follows:1. Junior high school peer relationships exist significant gender differences, which aregirls peer relationships significantly better than boys; in different grades, peer relationshipsare not significantly different.2. Overall, junior high school academic emotions are not significant differences on thegrade and gender; analysis from the specific dimensions of academic emotions, there aresignificant gender differences about negative high arousal dimensions in the average score ofthe girls higher than boys.3. Junior high school students related to a certain extent between peer relationship andacademic emotions, but did not reach the significant level; junior high school peerrelationships and academic performance was significantly positively correlated.4. Significantly positively related to emotional and academic performance of junior highschool studies, positive high arousal and positive low wake of two dimensions and academicperformance were significantly positively related to negative high arousal and negative lowwake of the two dimensions of academic performance showed a positive correlation, butrelated effect was not significant. 5. Junior high school peer relationships have a significant predictor of effect on academicperformance; junior high school academic emotions also have a significant predictive effecton academic achievement.