A Study On The Relationship And Intervention Between Academic Emotion,Academic Engagement,and Academic Level Of Junior High School Students

Academic emotions is directly related to school learning,classroom teaching and academic achievement.It includes not only students’ emotional experiences after academic success or failure,but also the emotions which students experience in school related to their scores.Middle school is one of the most important stages in their academic career.Developing students’ positive academic emotions can promote their healthy growth in psychology.Studies have shown that academic emotion has an impact on academic engagement and interacts with academic level.Therefore,it is of great theoretical and practical significance to explore the relationship among positive academic emotion,academic engagement and academic level and further improve the academic emotion ofjunior middle school students.In order to further explore the current situation ofjunior high school students’ academic emotions and how to effectively improve their academic emotions,this study explores the relationship between junior high school students’ academic emotions,academic engagement and academic level.This study is divided into three parts: Study 1 adopts the Questionnaire of Academic Emotions of Adolescents,945 junior high school students were randomly selected from two middle schools in Anning District of Lanzhou as the survey objects,and conducts investigation and analysis on the current situation of academic emotions ofjunior high school students;The second study is the relationship among academic emotion,academic engagement and academic level ofjunior high school students.In the third study,interviews and quasi-experimental methods were used to improve junior middle school students’ academic mood by setting up group psychological counseling with corresponding themes.The main research results are as follows:(1)The academic emotion of junior middle school students is in the middle level,and there is no significant difference in gender,age,whether to stay behind and grade,but there is significant difference in whether the only child,whether the class leader,different household registration and achievement level.Specifically,non-only-child is significantly higher than only-child in the dimension of positive low arousal and negative low arousal.The dimensions of positive low arousal,negative high arousal,negative low arousal and the total score of negative academic emotion of non-class cadres were significantly higher than class cadres.Rural junior middle school students are significantly higher than urban junior middle school students in the dimension of negative low arousal and the total score of negative academic emotion.In the dimensions of positive high arousal and positive low arousal,those with very poor performance were significantly lower than those with poor,medium,good and excellent performance;those with poor performance were significantly lower than those with medium,good and excellent performance;those with medium performance were significantly lower than those with good and excellent performance;On the contrary,in the dimension of negative high arousal and negative low arousal,the opposite is true.(2)There is a significant correlation between academic emotion,academic engagement and academic level of junior middle school students,and academic emotion plays a partial mediating role between academic engagement and academic level.(3)The group psychological counseling designed and implemented in this study is helpful to enhance and improve the academic mood ofjunior high school students.