The Relationship Among Academic Self-efficacy, Academic Emotions And Mental Health Of Secondary Vocational School Students

This study explores the relationship among academic self-efficacy, academic emotions and mental health of secondary vocational school students on the basis of attribution theory and theory of emotions, and supposes that the academic self-efficacy has an intermediary effect on the mental health through academic emotions. Questionnaires are used in this study to collect data, and the three research tools are the academic self-efficacy questionnaire, the academic emotions questionnaire, and the middle school student mental health scale. Of the 600 questionnaires given to secondary vocational school students,496 effective ones were taken back. T-test, variance analysis, correlation analysis and mediating effect test of the collected data were made using SPSS 17.0. The findings indicate that:1. There are significant differences between the academic self-efficacy of the secondary vocational school students of different genders, the boys’academic self-efficacy significantly higher than the girls’. Academic emotions of secondary vocational school students of different genders are greatly different, the girls’negative high-arousal academic emotions significantly higher than the boys’.2. There are great differences among the mental health of the secondary vocational students of different grades. The second grade students’interpersonal relationship is much more harmonious than that of the first and third grade students. The first grade students’willing to learn is much more harmonious than that of the second and third grade students.3. Academic self-efficacy are significantly positively correlated with the positive-high arousal and positive-low arousal academic emotions, significantly negatively correlated with the negative-low arousal,the dimensions of willingness to learn and interpersonal harmony of mental health, and significantly negatively correlated with exam calmness and emotion stability. Positive-high arousal emotions are significantly positively correlated with the happy life, willingness to learn and interpersonal harmony, and significantly negatively correlated with exam calmness and emotion stability. Positive-low arousal emotions are significantly positively correlated with the happy life, willingness to learn, interpersonal harmony, exam calmness and emotion stability. Negative-high arousal emotions are significantly negatively correlated with the happy life, interpersonal harmony, exam calmness and emotion stability. 4. Academic self-efficacy has a direct effect on the mental health. Positive emotions play a partial intermediary role between self-efficacy and mental health, with the mediation effect value 0.49. The intermediary effect of negative emotions on self-efficacy and mental health is not significant.Negative emotions play a fully intermediary role between self-efficacy and mental health, with the mediation effect value 0.09.