Comparison About Academic Emotion Between Left-behind Children And Floating Children

Academic emotion is the emotion which students can experience directly in their study, class learning and all kinds of situations related to their academic achievements.Research on academic emotion concludes not only negative emotions (test anxiety) but also all sorts of emotional experience. The empirical studies have already found that the emotional experience students have in academic situations is quite rich and diverse. Academic emotion concludes all sorts of positive and negative emotion, like enjoyment,hope,pride,relief,anger,boredom,shame and so on.Academic emotion occurs in learning situation. But learning situation is quite different according to differential education conditions. Left-behind children and floating children live in two different social conditions. Although they have similar growth experience, they could have different emotional experience for school environments are quite unequal in country and city. What is more, the learning situation there is different, too.Referred to interpersonal relationship, the parent-child attachment and attachment with peers also varied because of parent-child separation and environmental change between left-behind children and floating children. This paper tried to find out whether the change of interpersonal relationship and environment would lead to the difference on academic emotion.1.There were significant differences in academic emotions between left-behind children, normal children and floating children.2.There were no significant differences in academic emotions according to gender and grade differences in general, but the difference only existed in gender on pride factor under positive-high arousal condition.3.On positive-high arousal emotions, left-behind children are influenced by peer trust and peer communication, But floating children are influenced by peer trust, peer communication, parent-child trust and parents-child communication.4.On positive-low arousal emotions, both left-behind children and floating children are influenced by parent-child trust, parent-child communication, parent-child separation, peer trust, peer communication and peer separation. 5.On negative-high arousal emotions, left-behind children are influenced by father-child separation, mother-child separation and peer separation. But floating children are influenced by father-child separation and peer separation.6.On negative-low arousal emotion, both left-behind children and floating children are influenced by parent-child separation and peer separation.