A Research Of High School Students' English Academic Emotions And Their Relations With English Academic Self-efficacy

English academic emotions refer to students' achievement emotions experienced in English language teaching and learning process that directly linked to academic learning, classroom instruction, and academic achievement. According to valence and arousal dimensions, English academic emotions include positive-high arousal emotions, positive-low arousal emotions, negative-high arousal emotions and negative-low arousal emotions. An effective academic emotions questionnaire was developed basing on theoretical considerations and interview results of high school students in Kaifeng.Through surveying students in Kaifeng, the study explored the characteristics of academic emotions of high school students.(1) There are differences on English academic emotions of high school students in the overall grade. English positive emotions of grade 3 is higher than that of grade 1 and grade 2, while the English negative emotions of grade 3 is significantly lower than other grades. Second, significant effects of gender in high school students were not found. However be pointed out that in English positive emotion, there are significant effects of gender in high school students.(2)Overall, there are no significant gender differences among high school students in English academic emotions. However there is a significant gender difference in negative English academic emotions: boys experience more negative high arousal English academic emotions than girls do, mainly in the anxiety studies emotional; boys experience more negative low wake-up English academic emotions than girls do, including tired and irritable - pessimism.(3)High school students' English academic self-efficacy has significant connection with English academic emotions' four dimensions. The positive English academic emotions related to English academic self-efficacy positive and the negative emotions are related to English academic self-efficacy negative.(4)High school students' English academic self-efficacy can predict those English academic emotions.