A Study On The Relationship Between Learning Motivation,Academic Emotion And Mental Health Of Rural Junior Middle School Students

Middle school student are at a very special period,they are in adolescence.At this stage,regardless of their physical or psychological are quietly changing.However,at this period they mainly face the school life and their task are also mainly study task.So,as the factors that influence middle school students 'academic achievements and the healthy development of the individual,academic motivation,academic emotions and mental health should be concerned in student research.In recent years,there are many research about these three aspects,however,in order to find the relationship among academic motivation,academic emotions and mental health are very few.This study aims to base on the existing research,to explore the relations among academic motivation,academic emotions and mental health,and finally it explores the mediator moderated roles of academic emotions between academic motivation and mental health.The research chooses 600 middle school students from Bandong middle school as the object.Questionnaires are used to investigate the academic motivation,academic emotions and mental health.T-test,variance analysis,correlation analysis and mediating effect test of the collected data were made using SPSS 22.0.The findings indicate that:1.There is significant differences between the academic motivations of the middle school students of different genders,the girls' academic motivation significantly higher than the boys'.Among the dimensions of academic emotions,negative low arousal are greatly different,the boys' negative low-arousal academic emotions significantly higher than the girls.There are great differences among the willing to learn dimension of the mental health,Compared with boys,girls are more willing to learn.2.There are great differences among the mental health in different grades.The seven grade students' life happiness is much more harmonious than that of the nine and their examination of sedation is much more harmonious than that of the nine.3.My achievement motivation in academic motivation are significantly positively correlated with the positive-high arousal and positive-low arousal in academic emotions,significantly negatively correlated with the negative-low arousal.It is significantly positively correlated with the dimensions of life happiness,willingness to learn and interpersonal harmony,emotional stability of mental health.Achievement motivation of social orientation is significantly positively correlated with the positive-high arousal,positive-low arousal and negative-high arousal in academic emotions,significantly positively correlated with the dimensions of life happiness,willingness to learn and interpersonal harmony of mental health,significantly negatively correlated with the test sedation.The positive-high arousal is significantly positively correlated with the dimensions of life happiness,willingness to learn and interpersonal harmony of mental health.The positive-low arousal is significantly negatively correlated with the dimensions of life happiness,willingness to learn and interpersonal harmony and test sedation of mental health.Negative-high arousal emotions are significantly negatively correlated with the happy life,willingness to learn,emotion stability and exam calmness.Negative-low arousal emotions are significantly negatively correlated with the happy life,willingness to learn,emotion stability and exam calmness.4.Academic motivation has a direct effect on the mental health.Both positive emotions and negative emotions play a fully intermediary role between academic motivation and mental health.