The Research Of The Relationship Between Academic Emotions And Academic Achievement And Their Influenceing Factors

By using questionnaire surveys and interving method this thesis examined the status of academic emotions of middle school students, the relationship between academic emotions and academic achievcment and their relationship's domain specificity, the factors influencing academic emotions and academic achievement. Except questionnaire surveys , case study was adopted in this thesis in order to collect more fist-hand data. The results showed that: (1) the levels of middle school students'academic emotions from high to low were: hope, happiness, calmness, anger, depression, anxiety, pride, relaxation, satisfied, upset, shame, boredom, academic emotions were different across students of different genders, different academic achievement and different grades; in the case study we find that: the students who have a good performance or poor performance on their academic achievement the levels of positive emotions were high one month before high school entrance examination. Bordem was the most serious emotional problems. (2)in two panelstudies, it was showed that academic emotions were good predictors of academic achievement and academic achievement was a weak predictors of academic emotions; (3) there was the existence of domain specificity of academic emotions, the types and predictive power of academic achievement's predictors were different within different academic domains; (4) mastery-approach goals , performance-approach goals, efficiacy of academic behavior, efficiacy of academic coping, efficacay of development ability had influence on academic emotions and academic achievement. The results showed that they are direct and indirect predictors of academic emotions and academic achievement.This research had a considerable contributions to the literature on academic emotions, and it also can improve students'academic emotions and academic achievement.