An Investigation Into The Correlation Between Middle School Students’ English Academic Emotions And English Academic Achievements

Academic emotions refer to the emotional experiences that students experience in learning,which is directly related to learning activities,classroom teaching,and academic achievements,including joy,pride,helplessness,and anxiety.Studying English academic emotions can help teachers understand the characteristics of students’English academic emotions,adjust English teaching strategies in time,help them abandon negative emotions,and cultivate positive emotions.Meanwhile,because of their domain specificity,students’ academic emotions similarity is very low in different subjects.Therefore,studying English academic emotions can also provide more Research on academic emotions The multiple case and data can help to build a theoretical system of academic emotions which is still to be improved.This study was conducted on 279 middle school students from the first year to the first year of Huanggang City,Hubei Province.The questionnaire of adolescent academic emotions,which was compiled by Dongyan and Yuguoliang in 2007,was used to study the students’ final English final examination results.The purpose of this study was to investigate the current situation of English academic emotions and the correlation between English learning emotions and English academic achievements of middle school students Some suggestions are provided for mental health and English Teaching of middle school students.The research questions are as follows:1.What are the characteristics of middle school students’ English academic emotions?2.Is there any correlation between the English academic emotions of middle school students and their English academic achievements?The results showed that:1.the overall English learning mood of middle school students is better,and the positive English learning emotions are higher than the negative English academic emotions,among which it is easier to experience the emotions of joy,pride,and relaxation.There is no significant gender difference in the four dimensions of positive high arousal,positive low arousal,negative high arousal,and negative low arousal in English academic emotions.In contrast,girls are slightly easier to experience happiness and hope than boys;boys are slightly more likely to experience shame and boredom than girls.The students’ English academic emotions are significantly different in the grade dimension,and the graduation grade realizes more negative emotions,such as anxiety,boredom,etc.2.There is a significant correlation between the English academic emotions and the English academic achievements of middle school students.Overall,positive academic emotions are positively correlated with academic achievements,while negative academic emotions are negatively correlated with academic achievements.Specifically,positive and negative arousal have a significant positive correlation with English academic achievements,while negative low arousal has a significant negative correlation with English academic achievements.The higher the academic achievements of English,the more positive emotions students experience,especially satisfaction,joy,hope,calm,and relaxation.The lower the English academic achievements,the more negative emotions students experience,mainly tired,helpless,anxious,and so on.3.English academic emotions can predict English academic achievement.In four dimensions,positive high arousal emotions and negative low arousal emotions have a positive predictive effect on English academic performance,while positive low arousal emotions and negative high arousal emotions have a negative predictive effect on English academic performance.14.1%of the factors discussed affect middle school students’English academic achievements come from middle school students’ English academic emotions.Therefore,teachers should be aware of students’ English classroom learning mood and strive to create a good classroom atmosphere while taking different measures to respect their gender differences for students of different gender with different academic emotional characteristics.Teachers and students should always be prepared for cultivating positive academic emotions and conversion,reducing and even eliminating negative academic emotions.