The Relationship Between Achievement Goals And Academic Emotions As Well As Academic Achievement Of Senior High School Students

The academic emotions not only have the relationship with the achievement goals of senior students, but also can effect academic learning all aspects of senior students. Such as interest on the purpose of the discipline, academic achievement, learning attitude, learning efficiency and even the physical and mental health.In this study, "Achievement Goals of Senior High School Students Questionnaire" and "Academic Emotional Questionnaire" are used as a research tool, with Shenyang and Tieling City's 561 senior high school students as the research object. Analyzes the characteristics of senior high school student's achievement goals and academic emotions, to discuss the relationship among achievement goals, academic emotions and academic achievement.The study results indicicate as followings:1.The structure of achievement goals six factors are:mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals, social affiliation goals, social status goals.2.There is significant gender differences on total scores of achievement goals, mastery goals and social status goals, girl students scored higher than boy students significantly. About the performance goals and social affiliation goals boys scored higher than girls. There is significant grade differences on social affiliation goals, the students of grade three are higher than that of grade one and grade two, while there is no significant grade differences on other achievement goals factors. There is no obvious differences between the subjects of liberal art and science on the factor of senior students'mastery goals and social status goals. However, there is obvious differences on performance goals, social affiliation goals and total scores of achievement goals, the scores of science students higher than those of liberal art students'and non-division students'.3.There is significant gender differences on high arousal emotions, girl students scored higher than boy students, there is no obvious difference on other emotion factors. There is significant grade differences on tatal scored of emotions, high arousal emotions, negative low arousal emotions. Among them, on the positive high emotions, the scores of the grade one students are higher than that of grade two; on the negative high arousal emotions, senior students of grade three scores are higher than that of grade two; on the negative low arousal emotions, students of grade three scores are higher than that of grade two and grade one. There is significant differences between the subjects of liberal art and science, the intensity of emotional experience for science students are higher than liberal arts students and non-division students on negative high arousal emotions and total academic emotions.4. There is significant correlation between achievement goals and academic emotions, there is a significant positive correlation among all achievement goals factors, total of academic emotions, positive emotions and negative high arousal emotions; while there is a obvious negative correlation among total of achievement goals, mastery goals, performance avoidance goals, social status goals and negative low arousal emotions, but there is a significant postive correlation among performance approach goals, social affiliation goals and and negative low arousal emotions. The achievement goals of senior students can predict academic emotions. Specifically speaking, performance approach goals can predict high arousal emotions positively; mastery approach goals can positively predict positive emotions and negatively predict negaitive low arousal emotions; mastery avoidance goals can positively predict positive low arousal emotions; social affiliation goals can positively predict negative emotions.5. There is a correlation among mastery goals, social interaction goals and academic achievement of senior students. While, there is a significant postive correlation between mastery goals and academic achievement of senior students. And there is a significant negative correlation between social interaction goals and academic achievement of senior students. Howere, there is no obvious correlation between the other achievement goals factors and academic achievement.