Application Feature Of Learning-emotional Strategies Of Middle School Students' And Its Influence To Academic Performance

The purpose of this research is to deeply study emotional strategies in the learning domain, and especially to discuss applied characteristics, influential factors and the relationship with academic performance of students in middle school. This research initially established two questionnaires about middle school students'emotional strategies in learning and influential factor by literature analysis, depth interview, basing on international related research about learning strategies and emotional strategies, and analyzed the structures of these questionnaires by Exploratory factor analysis, Confirmatory factor analysis, and study applied characteristics, and influential factors by use of relation analysis and regression analysis. Moreover, the research tried to have theoretical and practical support on making better use of these strategies. The final scale of learning-emotional strategies Questionnaire includes 35 items, including of 4 dimensions: emotional self-control, emotional regulation, emotional driving, and emotional attitude. The influencing factors questionnaire includes 24 items, including of 3 dimensions: Strategic consciousness, learning self-efficacy and attribution.The results of the research follow on:1. The Questionnaires of learning-emotional strategies and its influential factors have better reliability and validity; They can be good tools to study the relationship of learning emotional and academic performance.2. Applied characteristics of middle school students learning-emotional strategies includes:(1) Only in the emotional self-control dimension, the score of boys are much higher than that of girls. In other dimensions and the total of learning-emotional strategies, boys and girls have no significant difference.(2) With the grade growing on, the level of using learning-emotion strategies and its dimension goes significantly down.(3) In the total learning-emotional strategies and all dimensions, the scores of students in key middle school are significant higher than that of students in ordinary school. (4) Except emotional regulation dimension, there is no significant difference between the only child and the non-only child's scores on learning-emotional strategies and it's dimensions.(5) The scores of city students on the learning-emotional strategies are significantly higher than that of country students.3. Strategic consciousness, learning self-efficacy and attribution have apparently positively related to learning-emotional strategies. All influential factors can positively predict the applied level of using the learning learning-emotional strategies. They can explain 68.9% the variation of learning-emotional strategies. Strategy consciousness, learning self-efficacy and attribution are ranged by the degree of influence (from strong to weak).4. The academic performance significantly positively relate to the application of learning-emotional strategies. The emotional self-control and emotional driving dimension can positively predict academic performance.