An Intervention Study Of Academic Emotion Of Juniors

Emotion involves a psychological activity with the individual wish and need working as the medium, and is also an altitude experience and behavioral responses toward the objective object. Academic emotions is a specific one activated in the course of academic activity, including variety of emotions experienced either in studies and examinations, such as gladness after finishing the teachers' assignment, shame upon defeat in passing the exam, etc. Academic emotions is playing a vitally important role in students' study, not only effecting their learning efficiency and accomplishment, but also exert a great impact on them in terms of psychological growth, say the concept of ego, the right attribution, and possibly influencing their learning behavior and learning habit.With the use of systematic theory, the study sponsors a consecutive 2-month group guided interventional consultation for the grade-two Juniors, with some individual intervenient coaches on some typical students. The major research steps are as followed. Firstly, a great range of investigation and researches done before experiments offered to the understanding of the collective emotion, concept of ego, and academic achievement, and then choose suitable classes and grades in light of all those results; secondly, sampling one of the chosen classes as the experimental class, and offering systematic interventional consultation, another one as the comparative class, with no interventional activities ever. After the consultation, an after-examination was given; one month later, a third examination was given to test the lasting effect of the interventional consultation; thirdly, in the process of collective interventional consultation, some individual case interventional studies have been done for the suitable selective students with the following results:First, the scoring as shown in the quantity chart (represents for emotions) is free of gender difference.Second, there is a more prominent influence on the feelings or emotions in either positive or negative directions from the family economic income, with those from a higher income family background experiencing a respectively more chance of positive emotions.Second, there exists an extensive co-relation among emotion conditions, concept of ego and academic achievement.Fourthly, the interventional effect proves to be favorable upon juniors. Students in the experimental class demonstrate a certain improvement in their emotions and sense of happiness with a lasting effect. In terms of the multi-aspects concerning the concept of ego, the changes are also obvious; especially the statistics on the item concerning with their parents shows an evident lasting effect.Fifthly, some particular interventional has also produced desirable effect. Students' academic emotions and concept of ego have been undergoing a general upgrading change.Overall, the systematic interventional session in education, applied in the study, has produced a very good effect upon students; it is shown that after the session, their academic emotions, concept of ego and academic achievement have all changed for the better. The conclusion is safely drawn that the comprehensive systematic intervention has a desirable effect on the grade two juniors high in terms of academic emotions.